The Educational Times and Journal of the College of Preceptors

THE

EDUCATIONAL TIMES,

journal of tfje College of preceptors.

YOL. XLII.

From January to December 1889.

LONDON :

FRANCIS HODGSON, 89 FARRINGDON STREET, E.C.

1889.

/ / (o 5 (o

LONDON :

PRINTED BY C. F. HODGSON AND SON,
GOUGH SQUARE, FLEET STREET.

INDEX

Allbutt, Mr. H. A., The Case of, 319. •

Boarding School Education versus Private Tuition, 285.
Bowen, H. C., on Character, Conduct, and Religion, 239.
Caning on the Hand, 512.

Casual Treatment of Children, 470.

Charity Commissioners’ New Schemes, 215.

Charity Commissioners’ Report, 249.

Children’s Books, 27.

Christian, Princess, on the Technical Education of
Women, 313.

College and School Books, List of, 33, 78, 150, 186, 220,
257, 290, 329, 390, 434, 477, 519.

College of Preceptors : —

Pupils’ Examination — Pass List, Christmas, 1888, 97 ;
Midsummer, 1889, 341.

Professional Preliminary Examination— Pass List,
March, 171 ; September, 419.

Teachers’ Diploma Examination— Pass List, Christ¬
mas, 1888, 65 ; Midsummer, 1889, 328.

Half-yearly General Meetings, 63, 309.

Distributions of Prizes and Certificates, 131, 311.
Meetings of Council, 17, 65, 150, 170, 209, 243, 290, 313,
419, 463, 506.

Common Faults in Teaching, 273.

Competitive Examinations, Civil Service Commissioners’
Report, 427.

Compulsory Games at School, 469.

Connectedness of School Subjects, 182.

Correspondence : —

Mysteries of Examinations — H. W. Eve, 21.

London Matriculation Mechanics — R. W. Genese, 22.
Sloyd — J. S. Thornton, 22.

Relative Value of Examinations— E. D’Oursy, 177-
Latin and Greek — Puzzled, 422.

On Early English Pronunciation— Jam Senior, 422 ;
W. W. Skeat, 466.

Physical Education — Preceptor, 520.

A lair Field and No Favour — J. S. Thornton, 520.
Croydon Kindergarten, 508.

Current Handwriting in Schools, 252.

Daniel, Canon, on Common Faults in Teaching, 273.

Day Training Colleges, 28.

Economic Science, The Teaching of, 455.

Educational Estimates for 1890, 180.

.Educational Legislation of Last Session, 425.
Educational Notes and Summary, 19, 79, 139, 175, 210,
£45, 279, 315, 387, 420, 478, 503.

Evening Meetings at the College of Preceptors, Papers
read at :—

Manual Instruction in Schools, with special reference
to the Swedish Slojd System : by Miss E. P. Hughes,

13.

Mental Physiology— a Study of the Growth of Mental
Faculty in Children : by Dr. F. Warner, 133.

On the Teaching of Geography : by Prof. H. G. Seelev,
167.

On Hand-Work and Head-Work: by J. G. Fitch, 203.
Character, Conduct, and Religion, or Froehel’s Views
on Moral Training: by H. C. Bowen, 239.

Common Faults in Teaching, considered in the Light
of Mental Science : by the Rev. Canon Daniel, 273.
The Teaching of Economic Science in Schools: by G.
A. Smith, 455.

Examinations considered with regard to their Special
Objects : by G. Heppel, 497.

Examination Time Tables, 72, 181.

Examinations considered with regard to their Special
Objects, 497.

Exercise and Training, 216.

Fitch, Dr., on American Schools and Training Colleges,
379.

Fitch, Dr., on Hand- Work and Head-Work, 203.
Football and Rowing at the Universities, 513.

Froebel’s Views on Moral Training, 239.

Geography, The Teaching of, 167, 504.

Grants to University Colleges, 321.

Hand- Work and Head-Work, 203.

Headmasters’ Conference, 18.

Heppel, G., on Examinations, 497.

H.M. Inspectors’ Reports, 381.

Hughes, Miss, on Manual Instruction in Schools, 13.
Imagination, 171, 384.

India, Progress of Education in, 284.

International Congress at Paris, 373, 415, 501.

Joule, Dr., The Late, 472.

Laurie, Prof., on Language and Linguistic Method, 257,
325, 371, 411, 460.

London International College, 320.

London Mathematical Society, 38, 84, 154, 190, 224, 262,
294, 484, 520.

London School Board, 27, 146.

London University Examinations, Variationsof Standard
in, 252.

Mackinder, H. J., on the Teaching of Geography, 504.
Manual Instruction in Schools, 13.

Manual Training, 145.

Mathematical Questions and Solutions : —
Abinash Chandra Basu, Prof., 82, 260. Asparagus,
188. Ball, Sir II., 221. Barbarin, Prof. 152. Barne-
ville, J. J., 221, 222, 260, 292, 329, 436, 481, 482. Beyenx,
Prof., 36, 82, 152, 222, 392, 437. Bhattacharya, Prof.,
436, 437. Bickerdike, C., 392. Biddle, D., 35, 37, 152,
260, 291, 292, 329, 391, 392, 435 , 436. Bordage, Prof.,
37, 435. Brierley, M., 292. Brill, .1., 151, 251. Brtin-
yate, W. E., 81, 188. Burstall, H. F. W., 188. Casey,
W. P., 187. Cavallin, Prof., 152. Cayley. Prof., 291.
Cdsaro, E., 292. Chakravati, Prof., 85, 152. Christie,

R. W. D., 152, 187, 221, 222. Cirilli, J., 222. Cotterill,
T„ 259. Crawford, G. E., 222, 292, 329, 330, 392, 481.
Crofton, Prof., 35, 521. Crolce, J.O’B., 152. Darboux,
Prof., 329. Davis, R. F., 81, 151, 187, 188, 223, 260.
Decamps, Prof., 291. De Longchamps, Prof., 35, 82,
152. De Morgan, Prof., 151. Deprez, Prof., 436. De
Rocquigny, Oapt., 222, 482. De Wachter, F. K., 82,
.52, 188, 222, 292, 392. Dickson, J. D. H„ 188, 221,

260, 329. D’Ocagne, M., 82, 481, 522. Dodgson, C. L„
221. Easton, Belle, 36, 81. Editor, 35, 291, 481, 522.
Edwardes, D., 261, 436. Emmerich, Prof., 292.
Evans, A. B., 35, 436. Finkel, B. F., 436. Fiske, T.

S. , 222. Foster, W. S., 35, 36, 151, 187, 482. Fouchd,
Prof., 188. Galliers, Rev. T., 35, 36, 81, 151, 152, 187,
188, 221, 259, 260, 4S1, 522. Genese, Prof., 36, 221, 222,

261, 291. Gob, Prof., 259. Gordan, A., 482. Green-
street, W. J., 35, 81, 221, 222. 329, 330, 390, 391, 482,522.
Griffiths, D. T., 330,391,341,522. Griffiths, J., 291,
329. Gross, W., 329, 392. Hain, Prof., 81. Harle.v,
Rev. R.,480. Hermite, Ch., 35, 81, 392. Hervey. F.
R. J., 151, 152, 221, 222, 251, 392. Hime, Col., 391.
Horobin, J. C., 482, 522. Hudson, Prof., 188, 435.
Hughes, W. W. P., 330. Jackson, Fannie H., 330.
Jamet, V., 188. Jenkins, M., 390. Johnston, W. J.,
36, 151. Jolliffe, A. E., 222. Kitchin, Rev. J., 330, 392,
436, 482, 522. Knowles, R., 152, 187, 221, 222, 223, 260.
391, 392, 436, 481, 482, 522. Lachlan, R., 392. Laisant,
Prof., 260. Lampe, Prof., 329, 482. Langley, E. M.,
152, 222, 330, 391, 436, 481, 522. Lemaire, J., 391, 482.
Lemoine, E., 35, 151, 221, 392. McCay, W. S., 35, 81,
151, 187, 260, 291, 435. McColl, H., 291, 292. Madha-
varao, Prof., 36, 188. Malet, J. C.. 35, 81. 152.
Mannheim, Prof., 81, 221, 292, 329. Marks, Sarah,
36, 82, 188, 260. Martin, A., 35, 329, 390, 391, 436.
Matz, Prof., 81, 152, 222, 260. Mayon, Prof.. 43c.
Milne, Rev. .1. J., 330. Moreau, Prof., 482. More'.
Prof., 152, 187, 392, 4S2. Morgan, C., 260, 331, 522.
Morley, Prof., 260. Morrice, G. G., 522. Muir, T., 81.
Mukhop&dhyity, Asutosh, 260, 330. MukhopMhy&y.
Syamadas, 291, 391. Nash, Prof., 260. Neuberg, Prof.,
36, 330, 481. N’Importe, 36. Orchard, H. L., 482.
Palliser, H. E., 291. Panton, A. W., 521. Perrin,
Emily, 36. Pressland, A. J., 436. Provost, A., S2.
Purser, F., 81. Radakrishnan, Prof., 221. Rees, W.
H., 482. Reuchle, Prof., 35. Robinson, T. W., 230,
292,522. llussell. A., 221. Rutter, E„ 390. St.Clair,
.1. C., 36, 81, 188, 221, 222, 291, 292, 392, 436, 522.
Sarkar, Prof.. 152, 222, 259, 261, 292, 391, 436. Schoute,
Prof., 37, 80, 81, 151, 152, 187, 221, 222. 260, 291, 292,
391, 392, 436, 481, 4S2, 521. Segar, II. W., 222, 291, 392,
481, 482. Sharp, W. J. C., 187,260. 261, 436, 482, 521.
Sircom, Prof., 35, 221, 259, 291, 521. Steede, B. H.,
188. Steggall, Prof., 152, 221, 260, Storr, G. G., 35, 36,
81,151,153,187,221, 222, 259, 260, 291, 391, 481, 482,
522. Swift, C. A., 330,436. Sylvester, Prof., 80,151,
187, 221, 290, 292, 435, 436. Tanner, Prof., 291. Tarle-
ton, F. A.. 481. Taylor, C., 435. Terry, Rev. T. R.,
436, 481, 482, 521, 522. Thompson, C. H., 330. Traill,
A., 292. Tucker, R., 35, 222, 260, 329. Vigarid, E.,
435. Villademoros, J., 187. Walker, J. J., 392.
Wellacott, W. T., 390. Whapham, Rosa II. W., 81.
82, 188, 222. 260, 261, 436, 481, 482, 522. Wiener, L.,
221, 291, 330. Williamson, B., 481. Wolstenholmc,
Prof., 35, 3 <>, SO, 81, 292, 481. Woodall, H. J., 292.
Young, J., 188.

Mathematics and Economics, 471.

Mental Faculty in Children, 133. 144.

Mysteries of Examinations, 21, 25.

National Union and Dr. Fitch, 503.

New Code. 143, 216.

Oxford and Cambridge University and College Systems,
611.

Oxford Summer Gathering, 382.

Paraphrasing, 427.

Play, 66,

Prevention of Cruelty to Children Bill, 286.

Pupil Teacher System, 33.

Rabelais, 73.

I Reviews, Notices, &c. :—

Abbott’s History of Greece, Part 1, 77.

About’s Rdcits et Nouvelles (Huguenet), 433.
Academy Boys in Camp, 32.

Ada Norman’s Trials, 465.

Adams’ Solutions to May Questions, 517".

Adventures of Johnnie Pascoe, 464.

Afloat at Last, 518.

Allen’s Memoir, 218.

Amateur’s Workshop, 476.

Andocides de Mysteriis (Marchant), 432.

Apollonius’ Argonautica (Coleridge), 477.

Arnold’s Reports, 384.

Athanasius’ Life (Reynolds), 475.

Attewell’s French Participles, 433.

Austin and Elsden’s Mathematical Examination
Papers, 474.

Aveling’s Heat and Light, 432.

Aveling’s Magnetism and Electricity, 432.

Bacon’s Essays (Selby), 324.

Bacon’s Excelsior Combination Atlases, 517 ; New
Genera! Atlas, 432; Picturesque Geography, 475.
Bacon’s Life (Nichol), Part 2, 185.

Bacon’s Reporting Hints and Practice, 433
Ball’s History of Mathematics, 29.

Ball’s Study of Mathematics at Cambridge, 287.
Ballads of the Brave, 464.

Banning and Blessing, 518.

Barker’s Original English, 217.

Barnes’ Martyrs to Freedom, 518.

Beach’s Examination Cards, 475.

Bell’s Theatre de la Jeunesse, 433.

Bemrose’s Jubilee Drawing Books, 77; Grammar,
185.

Bernard’s Stammering, 475.

Bdvenot’s Selected Passages, 32.

Blackie’s Century Arithmetics, 517 ; Readers, No. 6,
325 ; Reading Sheets, 432 • Home Lesson Book,
No. 6, 517 ; First Mathematical Course, 475.
Blackie’s Modern Cyclopaedia, vols. 1 to 3, 431.
Blackwood’s English Grammar, 433, 476.

Blue Dragon, 518.

Blue Fairy Book, 464.

Boielle’s French Composition through Macaulay’s
English, vol. 2, 255.

Bo-Peep, 519.

Bowick’s Examination Arithmetic, 383.

Boy Hunters of Kentucky, 519.

Bradshaw’s Arithmetical Examples, 150.

Brandt’s German Grammar, 76.

Brewer’s Elementary Engineering, 186.

Brock’s Physiology, 517.

Burrell’s Building Construction, 77.

By Pike and Dyke, 517.

Caesar’s Commentaries, Book II. (Long), 433.

Caesar’s Commentaries, Books 3 to 5 (Moberly), 325.
Caesar’s Gallic War, Book 7 (Compton), 149.

Caillard’s Invisible Powers of Nature, 32.

Callendar’s Cursive Shorthand, 432.

Cambridge Bible— Philippians, 218.

Cambridge Greek Testament — Hebrews, 218.
Campbell’s Gertrude of Wyoming (Fitzgibbon), 475.
Capel’s Mental Arithmetic, 150.

Captain Bayley’s Heir, 33.

Casey’s Spherical Trigonometry, 256.

Cassell’s Book of the Household, 464 ; History of Eng¬
land, 519 ; Modern School Readers, 434 ; New
German Dictionary, 255; New Popular Educator,
254; Red Library, 519 ; Saturday Journal, 519.
Cast Ashore, 518.

Castle on the Shore, 464.

Chambers’ Expressive Readers, Book III., 289 ; Book
IV., 476.

Chambers’ University Arithmetic, 475.

Chamisso’s Peter Schlemihl (Buchheim), 433.
Chaucer’s Canterbury Tales (Saunders), 514.
Chaucer’s Legend of Good Women (Skeat), 473.
Chaucer’s Minor Poems (Skeat), 147.

Children’s Champion, 32.

Chisholm’s Commercial Geography, 431.

Chris Derrick, 518.

Cicero’s Brutus (Kellogg), 289.

Clarendon’s Great Rebellion (Boyle), 324.

Colies’ Literature and the Pension List, 219.

Compayi u’s Lectures on Pedagogy, 253.

Ci ’upland’s Mental and Moral Science, 76.

Courtial’s Duplex Sliding Paradigm, 476.

Crane’s La Societe Fraruyiise, 433.

Crew of the Water Wagtail, 464.

Cunning Woman’s Grandson, 518.

Cynewulf’s Elene (Kent), 474; (Garnett), 474.
Daman’s First Euclid, 289.

Damien, Father, The Story of, 477.

IV

INDEX.

Reviews, Notices, &c. ( continue
Daudet’s Tartarin sur les Alpes (Petilleau), 256.
Davenport’s Songs and Poems for Children, 518.

Day of Adventures, 465.

Deductions from Euclid, 475.

Delacourt’s French Pronunciation Chart, 476.
Dictionary of National Biography, Vols. XIV. to XVI.,
30 ; Vols. XVII. to XIX., 382.

Dolly’s Adventures, 519.

Dora’s Dolls’ House, 465.

Doriot’s Beginner’s Book in French, 256.

Doriot’s Beginner’s Book in German, 325.

Dumas’ Trois Mousquetaires (Sumichrast), 432.
Educational Monographs, 289.

Ellis’s Early English Pronunciation, 473.

Ellis’s Memoir, 74.

Emigrant Boy’s Story, 465.

Euripides’ Hecuba (Russell), 434.

Euripides’ Hippolytus (Hadley), 219.

Euripides’ Iphigenia (Flagg), 432.

Everybody’s Book of Jokes, 384.

Exiled, 465.

Fairmeadows Farm, 518.

Fausset's Student’s Cicero, 516.

Favourite Book of Fables, 464.

Fawcett’s Some Eminent Women, 477.

Fisher’s Flower-Land, 517.

Fisher’s Musical Profession, 31.

Fiske's American History, 430.

Fitzgibbon’s Famous Elizabethan Plays, 516.

Fowler’s A Year with the Birds, 477.

Fowler’s Phrenology, 384.

Fowler’s Tales of the Birds, 323.

Froebel’s Paper-Cutting (Heerwart), 383.

Gairdner’s Henry the Seventh, 289, 429.

Garlick’s Pet Readers, 256.

Garry’s Annotated Liturgy, 325.

Gaskell’s Works, Pocket Edition, 475.

Geoffrey Hallam, 464.

Gipsy Against Her Will, 465.

Girl’s Own Outdoor Book, 288.

Gizycki and Coit’s Ethical Philosophy, 515.

Gladys, 464.

Gltinicke’s German Exercises, 31.

Goadby’s English of Shakespeare, 219.

Gosse’s Eighteenth Century Literature, 429.
Graham’s Elementary Algebra, 325.

Grant’s New Verse in Old Vesture, 324.

Greaves’ Statics, 256.

Greenough and Kittredge’s Latin Grammar, 150.
Gregor-Robertson’s Text-Book of Physiology, 77.
Grey’s Last Words to Girls, 76.

Grundriss der germanischen Philologie, 286.

Guimp’s Pestalozzi (Crorabie), 149.

Hall and Knight’s Solutions to Higher Algebra, 476.
Harold, the Boy Earl, 32.

Harris’s Theory of Perspective, 184.

Harrison’s Geology, 475.

Harrison and Wakefield’s Earth Knowledge, Part II.
77.

Ilauff’s Bild des Kaisers (Breul), 183 ; (Davis), 183.
Hein’s German Examination Papers, 31.

Hermit Hunter of the Wilds, 518.

Hey wood’s Second Paragon Reader, 517.

Highways and High Seas, 518.

Hinton’s New Era of Thought, 30.

Hogue’s Irregular Attic Verbs, 515.

Homer’s Odyssey, Books I. to IV. (Perrin), 255.
Horace’s Odes, Book I. (Macleane), 433.

Hunter’s Encyclopaedic Dictionary, 76.

In Charge, 518.

Jack and his Friend, 465.

Jack and his Ostrich, 465.

Jamieson's Magnetism and Electricity, Part I., 476.
Japp’s Days with Industrials, 324.

Japp’s Good Men and True, 477.

John A’Dale, 461.

Johnson’s Trigonometry, 255.

Johnson’s Uses and Triumphs of Mathematics, 288.
Johnston’s (K.) Geography of Africa, 219.

Johnston’s (W. & A. K.) Pictorial Illustrations of
Trades, 433.

Johnston’s (T. R.) Modern Atlas, 434.

Johnston’s (T. R. ) Bible Atlas, 517.

Julien’s Lessons in French Syntax, 255.
Keith-Falconer’s Memorials, 30.

Klein’s Ikosahedron, 182.

Knight Asrael, 464.

Korts’ Commercial Terms, 517.

Krause’s German Grammar, 76.

Lady Daisy, 465.

Laine’s English Composition Exercises, 475.

Lange’s Concise German Grammar, 514.

Lange’s German Reader, 31.

Langley and Phillips’ Harpur Euclid, 324.

Leohner and Schrammen’s German Reader, 514.
Leib’s Voices of Children, 256.

Lessing’s Prosa (White), 183.

Lionel Harcourt, 33.

Little Folks, 519.

Little Man of War, 464.

Livy, Book V. (Cluer & Matheson) , 434.

Livy, Book XXI. (Tatham), 434.

Livy, Book XXII. (Dimsdale), 219.

Lodge’s Modern Views of Electricity, 431.

Loewy’s Natural Science, Part I., 289.

Loney’s Elementary Dynamics, 474.

Longmans’ Drawing Books, 220.

Longmans’ New Atlas, 185.

Loss of John Humble, 465.

Lowres’ Second Grade Geometry, 77.

Lubbock’s Pleasures of Life, Part II., 288.

Lucretius (Duff), 149.

Lynn’s Celestial Motions, 384.

Macaulay’s German Reader, 31.

McDougall’s Drink and Poverty, 383.

Me William’s English Literature, Part III., 476.
Madan’s Treatise on Heat, 289.

Maitland’s Cottage Lectures on Health, 617.

Manual for Beginners, &c., 476.

Marshall and Welsford’s School Arithmetic, 150.
Master of Ballantrae, 519.

Master Travers, 465.

Matriculation Directory, 384.

Maud, Florence, Nellie, 465.

Max or Baby, 464.

Meiklejohn’s New Geography, 218, 517.

M^rimee’s Colomba (Parry), 384.

Meyer’s German Grammar, Part I., 76.

Meyer’s German Syntax, 514.

Michelet’s History of France (Esclangon), 25 '.

Mill’s General Geography, 432.

Mills’ Physiographic Astronomy, 476.

Mills and North’s Quantitative Analysis, 517.
Milton’s L’ Allegro, &c. (Bell), 517.

Miriam’s Ambition, 465.

Miss Brown’s Basket, 519.

Mody’s German Literature, 185.

Molesworrh’s French Life in Letters, 289.

Moll’s Fishing in Norfolk Waters, 475.

Montgomery’s Leading Facts of French History, 254.
Morley’s English Writers, Vol. IV., 184.

Mr. Lipscombe’s Apples, 464.

Mr. Orde’s Grandchildren, 519.

Mr. Stranger’s Sealed Packet, 253.

Muller's Science of Language, 472.

M unn’s Analytical Geometry, 185.

Murby’s Lost Dimplechin, 464.

Myer’s Mediaeval and Modern History, 432.

Nagel and Hall’s Bookkeeping, 475.

Nelson’s Higher Grade English, 516; Royal England
Series, 219; Royal Readers— The Empire, 432.
Newall’s Lessons in Botany, 256.

Newman’s Mathematical Tracts, Part I., 149.
Newsholme’s Vital Statistics, 256.

Nichol’s Topics of Geography, 517.

Noel and Geoff, 518.

Number Three Winifred Place, 519.

One Little Vein of Dross, 519.

Ovid’s Tristia, Book III. (Owen), 433.

Pair of Cousins, 518.

Palgrave’s Visions of England, 434.

Palmer’s History of Sunday Schools, 476.

Parent’s Cabinet, 32.

Patterson’s Arithmetical Reviews, 434.

Pattison’s Essays, 322.

Pedley’s Mensuration, 289.

Pendlebury’s Examination Papers on Arithmetic, 289.
Pigou’s Manual of Confirmation, 77.

Plato’s Republic Book X. (Turner), 149.

Plummer’s Parallel Saxon Chronicles, 288.

Plutarch’s Thnoleon (Holden), 515.

Polly, 519.

Postgate’s Serrao Latinus, 325.

Poyser’s Magnetism and Electricity, 433.

Present Day Tracts, Vol. X., 186.

Price’s Infinitesimal Calculus, Vol. IV., 477.

Proctor’s Strength, 383.

Proctor’s Student’s Atlas, 150.

Public Schools’ Year-Book, 1889, 516.

Rawle’s Plane and Solid Geometry, 434.

Red Feather, 519.

ltedway’s Teacher’s Manual of Geography, 517.

Relfe’s French and German Copy Books, 517.
Richard’s Domestic Economy, 476.

Richardson’s Tables of Chemical Analysis, 475.
Rickaby’s First Principles of Knowledge, 118.
Rickaby’s Moral Philosophy, 75.

Ricks’ Hand-and-Eye Training, 220.

Rideal’s Organic Chemistry, 220.

Robinson’s Power of the Will, 324.

Robson’s Solutions to Sandhurst Papers, 474.

Roger Willoughby, 465.

Romance of the Forest, 518.

Roper’s Kindergarten Drawing Book, 289.

Rose’s Century of Continental History, 287.

Royal English Classics, 475.

Sacrifice of Education to Examination, 474.

Salmon’s Junior School Composition, 288.

Sam Silvan’s Sacrifice, 517.

Saved by Love, 32.

Sayce’s Life and Times of Isaiah, 475.

Scliaible’s Shakespeare, 324.

Schlapp’s Lust und Lehre, 433.

School Infirmaries, 32.

Schopenhauer’s Sufficient Reason, Ac., 146.

Schrader, Prudent, and Anthonie’s Atlas, 325
Scott’s Marmion (Bayne), 433.

Scott’s Rokeby (Macmillan), 186.

Scrambles and Scrapes, 519.

Seven Golden Keys, 517.

Seymour’s Homeric Vocabulary, 255.

Shakespeare’s Hamlet (Barnett), 432.

Shakespeare’s Henry V. (Morgan), 476,

Shakespeare’s Merchant of Venice (Barnett), 289
Shakespeare’s Richard II. (Moffatt), 517.
Shakespeare's Richard the Third (Smith), 185.
Shakespeare’s Tempest (Barnett’s Notes on), 256.
Shakespeare’s Tempest (Cooper’s Notes), 433.
Shakespeare's Tempest (Deighton), 476.
Shakespeare’s Twelfth Night (Crawley), 517
Sharlaud’s Coin of the Realm, 383.

Short Biographies for the People, 186.

Shove’s Number Cards, 77.

Shutt’s Teachers’ Handbook of Arithmetic, 289.
Sidgwick’s Form Discipline, 219.

Sidgwiek’s Teaching of Composition, 383.

Siemens’ Life, 323.

Sir Aylmer’s Heir, 465.

Skerr.y’s Civil Service Manual, 289.

Slack’s Manual of Languages, 219.

Smith’s Modern French Readings, 476.

Somerville’s First French Writer, 289.
Sonnenschein’s First German Reader, 514.

Sonntag’s French Grammar, 150.

Steel’s Achievements of Youth, 518.

Stickne.v’s First Reader, 32.

Stock’s Deductive Logic, 148.

Stronach’s English Literature, 31.

Sweet’s History of English Sounds, 28.

Tacitus Annals, Book 14 (Worthington), 433.

Tales of Daring and Danger, 465.

Taylor’s Theoretical Mechanics, 32.

That Bother of a Boy, 32.

Things Will Take a Turn, 465.

Thom’s Outlines of Physiography, 476.

Thorndyke Manor, 465.

Tittle-Tattle Tales, 519.

Todd’s City of Washington, 186.

Toplis’s Charades and Plays, 516.

Tutorial Series, 186.

United States Circular of Education, No. 5 324.

Ups and Downs of a Sixpence, 465.

Usill's Practical Surveying, 77.

Vergil’s iEneid, Book II. (Dufton), 433.

Vergil’s Eclogues, &c. (Mackail), 256.

Wall’s Dictionary of Photography, 219.

Wandering Ways, 519.

Ward’s Inorganic Chemistry, 475.

Warren’s Mechanics, 289.

Warrior King, 464.

We Four Children, 518.

Weisse’s German Grammar, 31.

Wells’ Crustula, 185.

Wentworth’s College Algebra, 77.

When I’m a Man, 33.

Whitfield’s French Business Grammar, 453.
Wicksteed’s Economic Science, 148.

Widgery’s Teaching of Languages, 183.

Williams’ Land of my Fathers, 185.

With Lee in Virginia, 465.

Wood’s The Brook and its Banks, 477.

Wordsworth’s Illustrations of the Creed, 433.
Wordsworth Selections (George), 475.

Wormell’s Plotting, 148.

Xenophon’s Anabasis, Book IV. (Stone), 82.

Yarl’s Yacht, 464.

Yours and Mine, 465.

Zehden’s Commercial Geography, 147.

Zsohokke’s Tales (Putnam), 518.

Zuchtmann and Kirtland’s Choral Book, 256.

Scholarship and Athletics, 71.

Scholarships, The Evil of, 251.

•School Life in France, 375.

Science Teaching, Order of Subjects in, 380.

Scotland, New Universities Bill for, 250.

Seeley, Prof. H. G., on the Teaching of Geography, 167
Sheffield Conference, 243.

Shorthand, Voluntary Examination in, 290. •

Sloyd System, 13, 22, 173.

Smith, G. A., on the Teaching of Economic Science, 455
Staudford University, 72.

Teaching University for London, 386.

Technical Education and Commercial Competition, 26.,
University and College Intelligence, 18, 68, 137, 174, 209
244, 278, 314, 386, 419, 465, 505.

University for London Commission Report, 283.

Wales, Organization of Higher Education in, 179.
Warner, Dr., on the Mental Faculty in Children, 133,

-

THE

EDUCATIONAL TIMES,

AND

Journal of t fie College of $ receptors*.

Vol. XLII.J New Series, No. 833.

JANUARY 1, 1889.

f Registered for >
1 Transmission Abroad j

Price to Non-Members , 6d.
By Post, 7 cl.

pOLLEGE OF PRECEPTORS.—

V J The Half-Yearly General Meeting of the Members
of the Corporation will be held at the College, Blooms¬
bury Square, IV. C., on Wednesday, the 23rd of January,
at 2 p.m. C. 11. HODGSON, B.A., Secretary.

pOLLEGE OF PRECEPTORS.—

EXAMINATIONS FOR 1889.

1. DIPLOMAS. — The Christmas Examination of
Teachers for the Diplomas of the College will commence
on the 1st of January, 18S!>.

2. PUPILS’ EXAMINATIONS. — The Midsummer
Examination of Pupils in Schools, or under private
tuition, will commence on the 4t-h of June, and the
Christmas Examination on the 3rd of December.

N.B.— The Higher Certificates of the College are re¬
cognised by Her Majesty’s Judges, and by the General
Medical Council, as guarantees of good general educa¬
tion ; and consequently the holders of them, who may
be intended for the Legal and Medical Professions, are
exempted from the necessity of submitting to the Pre¬
liminary Literary Examinations held by the Incorpo¬
rated Law Society, and by the various Medical Cor¬
porations of the United Kingdom. The Lords of the
Committee of Council on Education admit the holders of
the same Certificates, without further exam ination , to t he
Competition for allowanoesgranted to Students of the J u-
nior Training Class of the National Art Training School.
All the College Certificates above the Third Class, the
holders of which have passed an Examination in Latin,
are also recognised by the Pharmaceutical Society and
the Rova.l Veterinary College.

8. PROFESSIONAL PRELIMINARY EXAMINA¬
TIONS.— These Examinations are held in March and
September. The next Examination will commence on
the 3th of March, 188ft.

4. INSPECTION OF SCHOOLS.- Visiting Examiners
are appointed by the College for the Inspection and
Examination of Public and Private Schools.

PRIZES.

Diploma Examination. — In addition to the “ Doreck
Scholarship” of £20, the following Prizes will be com¬
peted for: Theory and Practice of Education, £10 ; Clas¬
sics (Greek and Latin), £5; Mathematics, £5; Physical
Science, £5.

Pupils’ Examination. — The “ Isbister Prize” will be
awarded to the Candidate who stands First, and the
“Pinches Memorial Prize” to the Candidate who stands
Second in General Proficiency. Prizes of Books will also
be awarded to the Third and Fourth in General Profi¬
ciency, and to the First and Second in the following
subjects:— Classics, Mathematics, Modern Languages,
Natural Science. English Subjects. The “ Taylor Jones
Memorial Prize” will be awarded to the best Candidate
in Scripture History.

The Regulations of the above Examinations can 1 e
obtained on application to the Secretary at the C >1 lego,
Bloomsbury Square, AV.C.

C. R. HODGSON, B.A., Secretary.

PRELIMINARY EXAMINATION of

MEDICAL STUDENTS. — The COLLEGE of
PRECEPTORS will hold an Examination for Certifi¬
cates recognised by the General Medical Council as
qualifying for Registration as a Medical Student, on the
3th, 6th, and 7th of March, 1889.

The Examination will take place in London, and at
the following Local Centres : — Birmingham, Bristol,
Leeds, Liverpool.

Examination Fee, 25s.

Regulations and Entry Forms may be obtained on
application to the Secretary of the College of Preceptors,
Bloomsbury Square, W.C.

C. R. HODGSON, B.A., Secretary .

UNIVERSITY DIPLOMA FOR WOMEN.

rriHE UNIVERSITY OF ST.

-L- ANDREWS grants Diploma and Title of L.L.A.
to WOMEN. Subjects' of Examination and Exami¬
nation Papers include those for the M.A. Degree. For
Prospectuses, apply to (lie SECRETARY L.L.A. Scheme, i
The University, Sf. Andrews, N.B.

c

OLLEGE OF PRECEPTORS’

THIRD ANNUAL DINNER (1889).

The Dinner will be held at the Holborn Restaurant,
January 23rd, at 5.30 p.m. Ladies and Gentlemen who
are Members of the College may obtain tickets (5/- each)
up to January 22nd, on application to the Secretary,
College of Preceptors, Bloomsbury Square, W.C. Every
Member has the privilege of introducing one friend, for
whom a. ticket must be obtained oil or before January 19th.

Evening dress is not requisite.

Edward Pinches,! - s
John Stewart, j boh. secs.

pOLLEGE

VV SCHOL.

OF PRECEPTORS.
SCHOLARSHIPS FOR INTENDING
TEACHERS.

With the view of encouraging the systematic training
of teachers for their profession, the Council have estab¬
lished four Scholarships (two for male and two for female
candidates), which will be ollered for competition
at the Certificate Examination in June, 1S89.

Tlie value of each of these Scholarships is £45 for a
single year, or £30 a year for two years, if file candidate
should determine to extend the period of training over
more than one year.

The Scholarships arc tenable

(a) At any Training College for Teachers in Secondary

Schools, either at home or abroad, that may be
approved by the Council ; or

(b) At any school of established reputation, approved

by the Council, which is prepared to offer such
facilities for training as may be satisfactory to
the Council ; it being open to (he Council to re¬
quire the attendance of the scholar at such
lectureson (lie Theory and Practiceof Education,
and lo require him or her to pass such exami¬
nations in the Science and Art of Teaching, as
the Council may determine.

Candidates (who must not be under 18 or over 24 years
of age at the elate of the Examination) are required to
declare their intention of competing for these Scholar¬
ships prior to the Examination, and to submit such
testimonials of character as may be considered satis¬
factory by the Council.

The Scholarships will be awarded to those candidates
who, having fulfilled the above conditions, obtain the
highest places in tile Honours Division of the First
Class. C. R. HODGSON, B.A., Secretary.

0°

LLEGE OF PRECEPTORS.—

LECTURES FOR TEACHERS.

FIFTEENTH SERIES.

A Course of Twelve Lectures on “Mental Science in
relation to Education,” by James Si lly, Esq., M.A.,
w ill commence on Thursday, the 14th Februarv, at 7 p.m.

*** A Doreck Scholarship, of the value of £20, will be
awarded at the Diploma Examination at Christmas
next, to the Candidate who, having attended two courses
of the Training Class Lectures during the preceding 12
months, and having passed the full examination for a
College Diploma, stands first in the examination in the
Theory and Practice of Education.

The Fee for the Course is 10s. (id. ; Members, free.

C. R. HODGSON, B.A., Secretary.

VICTORIA UNIVERSITY.

DEGREES are conferred in tlie Facul¬
ties of Arts, Science, Law, and Medicine.
Candidates for Degrees are required not only to pass
the necessary Examinations, blit also to attend pre¬
scribed Courses and Classes in a College of the University.

Tlie Colleges of the University are Owens College,
Manchester, University College, Liverpool, and York¬
shire College, Leeds.

Communications regarding Exam nations, Attendance,
and University business generally, should he addressed,
The Registrar, Victoria University, Manchester.

The Calendar (price Is.), containing the Regulations,
Copies of Examination Papers, Lists of Graduates, &c..
is published by Mr. J. E. Cornish, Manchester, and
by Messrs. Macmillan & Co., London.

1VT OTICE.— The “ Educational Times ”

-Lx for February will contain the CLASS LISTS OF
CANDIDATES who have passed at the recent CHRIST¬
MAS EXAMINATION of the College of Preceptors.

UNIVERSITY ASSOCIATION

OF

WOMEN TEACHERS.

Principal — Miss Cloogh,

Principal of Newnham College.

For Teachers, apply to Miss C. Elder, Campden
House, Kensington, W.

For Examiners, apply (pro tern.) to Miss L. Haigii,
44 Shirland Road, W.

s

T. THOMAS’S HOSPITAL MEDI¬

CAL SCHOOL.

Albert Embankment, London, S.E.

TWO ENTRANCE SCIENCE SCHOLARSHIPS of
125 guineas and £60 respectively, open to all first year
students, will be offered for competition it) September,
1889.

Special Classes are held throughout the year for tlie
Preliminary Scientific, and Intermediate M.B. Exam¬
inations of the University of London, and may be joined
at any time.

Entries may be made to Lectures or to Hospital Prac¬
tice, and special arrangements are made for students
entering in their second or subsequent years ; also for
Dental Students and for Qualified Practitioners.

Prospectuses and all particulars maybe obtained from
the Medical Secretary, Mr. George Rendle.

E. NETTLESHIP, Dean.

SOCIETY OF APOTHECARIES OF LONDON.

riMIE next EXAMINATION IN ARTS

-L will be held at their Hall, Blackfriars, E.C.,
on Friday and Saturday, the 1st and 2nd of March.
1889.

This Examination will qualify Candidates for Regis¬
tration as Medical Students.

A Syllabus of the Subjects, which according to the
regulations of the General Medical Council may be
passed at one or more examinations, can be had on
application.

An Examination in Arts will again be held on the 7th
and 8th of June, 1S89.

T. PEREGRINE, M.D.,
Secretary to the Board of Examiners.

UNIVERSITY COLLEGE, BRISTOL.

THE SECOND TERM will begin on

22nd January. The College supplies for persons
of either sex, above the ordinary school age, the means
of continuing their studies in Science, Languages,
History, and Literature. The Chemical, Physical,
Engineering, Geological, and Biological Laboratories
are open daily. The Engineering Department includes
Civil, Mechanical, Electrical, and Mining Engineering
and Surveying; and special arrangements for practical
work have been made with various Engineers in and
near Bristol. Information with regard to tlie lodging
of Students may be obtained on application. Several
Scholarships are tenable at the College.

ENGINEERING EDUCATION.
University College, Bristol.— Courses of Civil,
Mechanical, Electrical, and Mining Engineering.
Mineralogy and Applied Geology for Civil and Mining
Engineers. Facilities are offered in the way of College
Scholarships, Engineering Works’ Scholarships, and
special arrangements for entrance into professional life.
For Prospectus, and particulars of residence in Clifton,
apply to the Dean, or Profe sor Ryan, M.A., D.Se.

For General Prospectus and further information,
apply to the Secretary.

LONDON B.A. 1888.

A T THIS EXAMINATION, 33 Uni-

-l- versity Correspondence College Students were
successful. (For other TJniv. Corr. Coll. Advertise-
inents, see pages 3 and 25.)

THE EDUCATIONAL TIMES. [Jan. 1, 1889,

7V/TISS CHREIMAN’S INSTITUTION

-L'JL OF PHYSICAL CULTURE and remedial
TRAINING.

Porthan Rooms, Baker Street, W.
Branches— Town Hall, Kensington ; Queen’s Gate Hall,
South Kensington ; Norwood, Brighton, &c.
Departments.

I. Hygienic Bodily Training. By Musical Exercises.
Respiratory and Voice Exercises, &c.

II. Remedial. By Adapted Exercises, Massage, and
other Manual Treatment, &c.

III. For Training Teachers, for Direction of Physical
Training in Schools and Families, and for Organisation
of Country and Suburban Classes, &e.

KINDERGARTEN TRAINING COLLEGE
AND SCHOOL.

Leyeands, 21 Stockwell Road, S.W.
Principals— The MISSES CROMBIE.

rriHE MISSES CROMBIE, assisted

JL by efficient teachers, train students for the Froebel
Society’s Examinations.

A limited number of boarders are received. On
Wednesday mornings, from 10.30 to 12 o’clock, visitors
are admitted to the Kindergarten.

RANTHAM LADIES’ COLLEGE.

President :

The Right Hon. the Earl Brownlow.

Visitor :

Bishop of Lincoln.

Lady Principal :

Miss E. J. Hogg, Graduate in Honours, Cambridge.

This College provides a sound education of the highest
order on High School principles.

Boarders are received by the Lady Principal at a fee
of Twenty Guineas per Term, including Board and
Tuition.

The next Term will commence January 21st, 18S9.

For further particulars, apply to the Lady Principal
or the Hon. Sec., Mrs. Chas. Robbs, St. Peter’s Hill,
Grantham.

s

YDENHAM COLLEGE

LADIES, SYDENHAM, S.E.

FOR

PREPARATION lor various Examinations. London
Professors and Lecturers attend. Resident I’oreign
Teachers and Visiting Masters for Languages. Classes
for Sldjd Carpentry, as taught at Naas, Sweden. Terms
and references on application to the Principal.

EDUCATION for Young Ladies well-

grounded and accomplished. "" Resident Foreign
Governesses. Large staff of visiting masters. Miss
Philpott, 10 Princes Square, Hyde Park, W.

Preparatory classes.— North

London Collegiate School for Girls (under the
superintendence of Miss Buss). Students are Pre¬
pared for the Cambridge Higher Local Examination,
and for Vacancies in the Post Office, etc. Also for the
Examinations of the Froebel Society. Address— The
Head-Mistress, Miss Toplis, 202 Camden Road, N.W.

SCIENCE LECTURES andLESSONS

UJ ill SCHOOLS for all Examinations, Girls’ or Boys’.
Prospectus of F. J.Weightman, L.O.P. (Science Master
at Forest School, Walthamstow), Oak Villa, Carnarvon
Road, Stratford, E.

CORRESPONDENCE LESSONS in

Theory and Practice of Education and Psychology,
for the Cambridge Teachers and the College of Precep¬
tors Exams. By Graduate (Mental Science), Winner of
Prize in Theory and Practice of Education at Fellowship
Exam., and Cambridge Distinction Diploma. Apply —
A. T., 5 Preston Terrace, St. Margaret’s, Rochester.

JV/T ATHEMATICS. — G. MERRITT

, REEVES, M.A., late Scholar of St. John’s Col¬
lege, Cambridge, (13th Wrangler, 1873), gives lessons
personally or by correspondence. 15 Belgrave Terrace,
Lee, S.E.

MATRICULATION AND B.A. EXAMINATIONS.

London, Royal Irish, and Dublin Universities.

'PREPARATIONS BY CORRE-

, . SPONDENCE, on a thoroughly individual system,
which ensures to each Candidate the closest care andat-
tention. Weak subjects receive special help. Payments
based on results. Single subjects if desired. Forterms,
testimonials, &c., address — Mr, J. Charleston, B.A.
Greenhill House, Godley, Manchester.

M AT HEMATICS. — GEORGE HET

. UAltNA" -1®0 The Grove, Hammersmitl
receives PUPILS every morning, from 10 to 1, takir
fliem once, twice, or more times a week, as may be di
sired. Individual lessons, either at his own house <
the pupil s, in the afternoon. Correspondence Teachir
undertaken.

DATCHELOR TRAINING col¬

lege FOR TEACHERS.

In connection with

THE DATCHELOR SCHOOL FOR GIRLS,
Camberwell Grove.

Principal — Miss RIGG.

The College is officially recognised by the Cambridge
Teaching Syndicate, and students are prepared for the
Teaching Certificate. Criticism and Model Lessons,
Class-Teaching under supervision, Lectures, &c. Fees,
£20 per annum ; ex-pupils, £15. Next Term commences
January 22nd, 1889. For Prospectus, apply to the
Principal or Secretary, at the School.

COURSE OF LECTURES BY MISS WARD,
Principal of the Maria Grey College.

On February 1st, Miss Ward will give, at the Datchclor
College, the first of a series of four Lectures on the
History of Education (Rousseau, Pestalozzi, Froebel,
Spencer). Tickets for the Course, 10s. 6d. ; for a Single
Lecture, 3s. The Lectures will be given on alternate
Fridays in February and March, from 4 to 5 pan.

SLOYD. — -Tlie Sloyd Association of

Great I Sri tain and Ireland will hold Classes for
Children and Adults under the direction of Miss
Evelyn Chapman and Miss Nystrom (late Directress
of the Sloyd Seminary in Sweden) during the coining
Term.

Office, 100. Great Portland Street, W.

QLOJD CARPENTRY AND WOOD-

kj CARVING CLASSES are held by Feoken
Teesmeden at 38, Fairholme Road, West Kensington.
For Particulars apply to above address.

A CERTIFICATED KINDERGAR-

TEN TEACHER requires RE-ENGAGEMENT.
Good References. K. G., 105, High Street, Barnstaple.

WANTED, an ENGAGEMENT as

STUDENT TEACHER. Age 18. Matricu¬
lated Victoria University ; First Prize Mathematics,
College of Preceptors ; Certificates, Science and Art
Department, &c. Address — S. L. C., Sycamores,
Wigan.

A RITHMETIC, Algebra, Classics,

-OL NATURAL PHILOSOPHY, CHEMISTRY —
All or each taught by CORRESPONDENCE CLASSES
formed for June and January Matriculation, London
University. Moderate Terms. Rev. W. Harvey,
M.A., Amwell, Ware.

Educational establish¬
ment (First Class) Cheltenham, TO BE LET
on lease at Midsummer next, in consequence of the
present tenant (who has been in occupation for 25 years)
retiring from the Profession. Agents — Engall, San¬
ders & Co., Cheltenham.

A/TASTERSHIP in Endowed School

L*J- WANTED by Trained, Certificated, Experienced
Teacher (30). Sciences, 2 Languages, Drawing, Music,
&c. C. T., 18 Colville Terrace, Nottingham.

Education. — german

TEACHERS’ ASSOCIATION, 15 Gower Street,
W.C. (under Royal Patronage). Superior German
Tutors (University men) recommended without charge ;
list of best English and Continental Schools gratis.
Prospectus and full particulars— Hon. Sec.

LADIES’ CALISTHENICS AND
GYMNASTICS.

JV/TISS EDITH SMITH, of the German

wP^cG-ymmisiuni, K‘ng’s Cross, takes ENGAGE¬
MENTS at Schools.

l esnmomai. miss Edith Smith has attended tl
class of gymnastics and calisthenics for ladies with grei
success, and is fully competent to undertake the instru
tion of young ladies.” — (Signed) Roman vc
Schweiz er, Director of Exercises lo the Genua
Society.

Lady Principals are invited to witness the exercises at
the Gymnasium, Bourkc Road, Wood Green, on Satur¬
day afternoons at 3, during school terms. Address—
Park Lodge, Wood Green.

MEMORY.

LOISETTE’S SYSTEM
MEMORY TRAINING. — ‘
great advantage to a str
memory ; incalculable aid to a weak one.”— Dr Bu
ley, Editor N. Y. Christian Advocate. “ Able’ to s
tue gist ol any book after reading if, once.”— Rev ,T '
Macdonald, M.A. “ Easily acquired, and very iti
esting. Rev. S. Bell, M.A. “ Cure of mind wain
mgs, and increase of vocabulary.”— J M4CGREG

M.A. Top in examination. ”—T. Tait, M.A. Les«

by post or voice. Prospectus Post Free.

A. LOISETTE, 37 New Oxford St., Eond

THE

“ PRIVATE SCHOOLMASTER,”

issued upon the loth of each month (Specimen
Copy, 1 stamp), contains Articles on “Scho¬
lastic Law” (by E. Mark wick, Barrister-at-
Law, and James Williams, Legal Editor of
the “ Encyclopaedia Britannica”) and Monthly
Papers on “ School Sanitation.”

Interesting Articles on Examinations,
Teaching, and all matters of importance.
Yol. II. just commencing.

CARE & CO., 26 Paternoster Square, E.C.

Royal Indian engineering

COLLEGE, Coopers Hill, Staines.— The Course
of Study is arranged to fit an Engineer for employment
in Europe, India, or the Colonies. About Fifty Students
will be admitted in September, 1889. For competition
the Secretary of State will offer Ten Appointments in
the Indian Public Works Department, and Two in the
Indian Telegraph Department. For particulars apply
to the Secretary, at the College.

TO HEADS OF SCHOOLS AND FAMILIES,

THE

SOCIETE NATIONALE

DES

PR0FESSEURS DE FRAN0AIS

>

Can recommend to Schools and Families fully qualified
and competent French Teachers and French. Gover¬
nesses. Apply to “B. P.,” Secretary, 20 Bedford
Street, Strand, W.C.

T ONDON. — SHIRLEY’S TEMPE-

1 1 RANCE HOTEL, 37 Queen Square, Bloomsbury,
W.C. Beds, Is. Gd. to 2s. Gd.; Plain Breakfast or Tea,
Is. 3d. This old-estahlislied House is most centrally
situated, about midway between the City and the West-
End, near to the chief Railway Stations and Places of
Amusement, within five minutes walk of the great
thoroughfares and lines of Omnibuses, and, being in a
square, is very quiet and open. The House is most
home-like, ana highly satisfactory Testimonials may be
had on application.

JOSEPH GILLOTT’S

STEEL PENS.

BY ALL DEALERS THROUGHOUT THE
WORLD.

EXAMINATION PAPER

AS USED BY THE

COLLEGE 0E PRECEPTORS.

6s. Gd. per Ream, 960 ruled Sheets.

This Paper is in strict accordance with the College
requirements.

H. SIDNEY WARR,

Manufacturing Stationer, 63 High Holborn, W.C.

MONOTYPE PRINTING COMPANY,

CLEMENT’S INN HALL, STRAND.
SPECIALITY.

TESTIMONIALS

Of all kinds printed at half the cost of
letter- press printing.

Price list forwarded on application to
Manager as above.

All kinds of printing at special cheap
rates*

Jim. 1, 1889.] THE EDUCATIONAL TIMES.

THE TILDESLEIAN

UNIVERSITY CORRESPONDENCE
CLASSES.

COMING EXAMINATIONS.

Special Classes now forming for College of Preceptors,
A.C.P., L.C.P., F.C.P.; Matriculation, B.A., M. A. ,B.Sc„
LL.B., London, Royal Irish, Dublin, and All Univer¬
sities; Oxford and Cambridge Higher Locals ; Entrance
Scholarships, Certificates, Civil Service, &c., Ac.

Tildesley and Co., Norton Park, Edinburgh
guarantee most rapid and successful prepara¬
tion for the above examinations in the United King¬
dom-proved by Opinions of the Press, by Testimonials,
unexcelled Successes, &c., &o. The Staff consists of
45 Tutors, all of whom are specialists.

During the years 18s I-1S8S, over 700 pupilshavebeen
successful. 30 First Places.

Last Coll. Preceptors — C. M. Knowles (First Class
Honours) ; (Professional Prelim.) March, 1888, W. E.
Stevens. B.A. (Honours), R. U. I. July, 1888. — Hugh
Boyd. Last London Matric., June, 1888. — J. H. Barker,
H. G. Cobb, H. L. Taylor (First Division). B.A. Lon¬
don Final, Oct. 1887— C. V. Crook. London Matric.—
Jan. 18S8, F. E. Millidge, W. II. J. Perry (First Divi¬
sion) ; Jan. 1887, Matriculation, W. T. Kenwood, Third
of all Candidates, and Winner of the Second Exhibition,
and Inter. Arts ( First Div.) , J uly, 1SS8. T). J. McCarthy,
W. J. O’Donnell, R.U.I. Matric. A. P. Murphy, R.U.I.
First Examination in Arts. T. J. Watkyn-Price, Cam¬
bridge Previous, Oct., 1888. F. C. Wallace, 1st Place
Royal Irish Constabulary, Oct., 1888, Ac., &c.

The above pupils, prepared by Correspondence, passed
on First Trial, and were the only Candidates sent up.

Pass guaranteed to every student who works fully
through the ordinary Course.

No student of these Classes ever failed at an
Examination for which he had worked fully through the
ordinary Course.

Testimonials in favour of Tildesley and Co.’s
system of Tuition —

“ I beg to inform you that I have obtained the. degree
of B.A. (Honours) of the Royal University of Ireland.
Kindly permit me to offer you my most sincere thanks
for the trouble which you took in my preparation. . . .
This was my first trial for the degree."— Hugh
Boyd, B.A., 156 North Strand, Dublin. August, 1SSS.

“ You will be pleased to hear tha t I took a very good
position on the Class List for the London Matricu¬
lation Examination. I obtained the THIRD
PLACE of all Candidates, and was entitled
to the 2nd Exhibition of JB20 per annum for
two years. Feeling sure you will be pleased at my
success, and that yon. may like a testimonial from me
with reference to your tuition, I beg to say that should,
you wish one, I will readily comply with your desire."
W. T. Kenwood, Bovey Tracey, S. Devon (Third on
London Matriculation List ; Passed Inter. Arts, July,
1888, also) .

“ I can express my hearty satisfaction with your
tuition, both in style and method. Your care and
attention were all that could be wished, and your
graduated system of exercises excellently fitted to ac¬
complish itsend."—\\T . Douglas Reid, M.A., Shemden,
Edenbridge, Kent.

GRATIS.

COACHING BY CORRESPONDENCE.

48 pages. An Exposition of the Art of Coaching by
Correspondence, A reprint from the

“HIGHER EXAM. COACH.”

Published every Saturday, price One Penny. Through
its columns candidates are coached gratis. Classics,
Modern Languages, Mathematics, &c., arc valued and
criticised free of charge, and for which valuable Prizes
are awarded weekly.

Contains; Announcements of all coming Examinations,
Reports and Experiences by Candidates on all Examina¬
tions, Solutions in full to the Mathematical Papers in
the Recent Matriculation Examination, &c„ Ac.

GUIDES TO MATRICULATION, &c.

Matriculation Guide (gratis). — Contents: Hints
and Instructions to Candidates, Abstract of Regula¬
tions, Authors prescribed, &c.

Inter. Arts Guide (gratis). Contents, &c., on same
lines as above.

For remainder see next Column, >

Matriculation Guide (June 1888). Price Is.,
post free. This Guide is by far the best in (lie mar¬
ket, and is guaranteed to contain more hints, instruc¬
tions, solutions, &c., than any other published at 3s.
and moie.

Matriculation Guide (June 1S87). Contains— same
as above. Price 6d., post free.

Matriculation Mathematics (Junol888). Contains
the latest papers set at the London Matriculation,
followed by full solutions showing the methods ap¬
proved by Examiners of the London University.
Price 3d.

Matriculation Mathematics (June 1887). Same
as above. Price 3d.

Matriculation Examination Papers (Juno 1887).
Price 3d.

Matriculation Examination Papers (June 1888).
Price 3d.

Matriculation Vade Mecum contains Report of
June 1888 Examination. Complete set of Examina¬
tion Papers, Answers to the Mathematical, Mechani¬
cal, and Chemistry Papers, Ac. Price 6d., post free.

Matriculation Report (June 1888). Price 2d.
Contains in addition to Report, hin ts as to the method
of study and answering, based upon the papers set,
as well as t-lio Text-books necessary, &c., Ac.

Matriculation Mechanics contains the latest paper
set at the London Matriculation, followed by full
solutions, illustrated by diagrams, Ac., showing the
methods approved by Examiners of the London
University. Price 3d.

LondonMatriculationUuseens.— Contents ; Latin
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seens from June 1880 to June 1888 ; Latin and Greek
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1888 ; Complete set of French Papers given at June
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plete set of Papers given at June, 1888.

Matriculation German. Price fid. Prepared on a
similar plan to the last-mentioned (French).

Inter. Arts Mathematics. July, 1888. Price fid.
Contents : Preface ; List of Examiners : Arithmetic,
Algebra, Geometry, and Trigonometry Papers ; Solu¬
tions (in full) with Diagrams to the Mathematical
Papers, Ac.

Prospectus, containing upwards of 100 testimonials,

Ac., Specimen Copy of Higher Exam. Coach, Matricula¬
tion Guide, and Coaching by Correspondence, all gratis

from

Messrs. Tildesley A Co., Norton Park, Edinburgh.

EDUCATIONAL WORKS.

By C. J. WOODWARD, B.Sc.

- - *

(A.)— Arithmetical Chemistry.

Part I., Price Is.

(B.)— Arithmetical Chemistry,

Part II., Price 2s.

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Part Ia. Acoustics, Light, and Heat.
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Price Is.

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Part IIb. Magnetism and Electricity.
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Contains questions given at Matriculation in
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ABC FIVE-FIGURE LOGARITHMS.

The Tables have a lateral Index ; Differences
are arranged on a new and simple plan ; Analytical
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London : SIMPIvIN, MARSHALL, & CO.

Ulitiv. dorr. College.

- ♦<>• -

SUCCESSES DURING 1888.

- KX -

AT MATRICULATION, JAN., 1888,

Four students took Honours, one qualified
for University Prize.

AT M.A., 1888,

A Student of Univ. Corr. Coll.

headed the Mental and Moral Science List.

At MATRICULATION, JUNE, 1888,

26 Students passed.

Being the largest number, we believe, passed
by any Institution at this Examination.

AT INTER. ARTS, 1888,

43 Students passed.

Being the largest number ever passed by one

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A copy of the Pass List will be sent post free on
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Nine also passed the Inter. Science and Prcl. Science
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AT B.A. 1888,

33 Students passed,

Being a larger number than that passed by
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Full particulars f rom the Secretary,

University Correspondence College,
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Four hundred and fifty-second Edition. Is. fid.

BUTTER’S SPELLING.

Eighty-first Edition. Is, fid.

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London: Simpkin, Marshall, & Co.; Hamilton,
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In OneVol., demy 8vo, pp. xvi.-2!)4. Cloth, price 10s. 6d.

Lectures on the ikosahe-

DRON AND THE SOLUTION OF EQUATIONS
OF THE FIFTH DEGREE. By Felix Klein, Pro¬
fessor of Mathematics, Gottingen. Translated by G. G.
Morrice, M.A., Trinity College, Cambridge.

London : Trubner & Co., Ludgate Hill.

Tenth Edition, f cap. 8 vo, price 2 s. G d.

AN INTRODUCTORY COURSE OF

PLANE TRIGONOMETRY AND

LOGARITHMS. By John Walmslet, B.A.
Francis Hodgson, 89 Farringdon Street, E.C;

4

THE EDUCATIONAL TIMES. _ [Jan. 1, 1889.

Society for the Encouragement of Arts, Manufactures,

and Commerce,

vTOTTUT STREET, ADELPHI, 3EOTTIDOTT, W.O.

Examinations for 1889.

GENERAL EXAMINATIONS.

1.

2.

3.

4.

5.

The subjects of Examination for which separate certificates will be grauted are —

Arithmetic.

English (including composition
and correspondence, and precis
writing).

Book-keeping.

Commercial Geography.
Shorthand.

6. French.

7. German.

8. Italian.

9. Spanish.

10. Portuguese

11. Bussian.

12. Danish.

13. Chinese.

14. Japanese.

15. Political Economy.

16. Domestic Economy.

17. Theory of Music.

18. Practice of Music.

In addition to" the Examinations named above, the Council have instituted special

EXAMINATIONS IN PRACTICAL COMMERCIAL KNOWLEDGE.

In 1889 it is proposed to hold an Examination in two Divisions : —

I. The Commerce of Food.

II. The Commerce of Clothing*

Other Divisions will be added as experience may show to be desirable, and these divisions will also be further expanded.

Division I. will for the present include only the following branches of trade : — 1. Grain and Breadstuffs. 2. Tea, Coffee, Cocoa.
3. Sugar.

Division II. will for the present include the following : — 1. Wool. 2. Cotton. 3. Linen.

One paper will be set in each division, containing questions referring to each sub-division. The candidate will be expected to
select those questions bearing upon his trade, and full marks for the paper can be obtained by answering a portion only of the
questions.

The Syllabus has been framed so as to correspond generally with the main divisions of trade, but it has not been found
practicable to divide it up so that it may correspond with numerous branches into which every trade is divided. Candidates are,
therefore, expected to judge for themselves which portion of the paper will best suit them. In all cases credit will be given for
evidence of special knowledge.

In both divisions, candidates for examination will be expected to answer questions as to sources of supply of the various
products, the countries producing them, their nature, methods of testing, substances used in adulteration, values, methods of
importation, cost and methods of transport, foreign markets, discounts, trade allowances, shipping insurance, customs duties, &c.

When possible, the candidate may be required to examine and report on samples of the goods. He must be familiar with the
technical terms used in this branch of commerce, and will be expected to make out bills of lading, invoices, &c., and must show a
capacity for conducting commercial correspondence relating to the special trade. If he can do this, and show a fair colloquial
knowledge of the language of the country with which the trade is likely to be concerned, he will receive a considerable increase
in marks.

Before he can receive a Commercial Certificate, the candidate must have passed the following preliminary tests, or other
approved examinations : —

Arithmetic — First Class in Society of Arts Examinations, or the University Local Examinations, or the Examinations of
the College of Preceptors.

Modern Languages. The same (in any one language).

Book-keeping. Ditto

Commercial Geography. Ditto.

English. ' Ditto.

Additional marks will be given to candidates producing certificates of having passed the Examinations of the Science and Art
Department in

Chemistry, Physics, Botany, Physiography.

Freehand or Mechanical Drawing.

Oi of the Examinations of the t ity and Guilds Institute in any of the subjects associated with his trade.

lor lull particulars of the Examinations application should be made to the Secretary of the Society.

By order,

„ , H. TRUEMAN WOOD, M.A.,

Society s House, Adelphi, London, W.C. Secretary.

r. * U16 Clothworkers Company offer two travelling scholarships of fifty pounds each for competition among candidates obtaining First Class
oi Italian ^ m as wo^ as a First Claps Certificate in French or German, and one other European language, preferentially Spanish

Jan. 1, 1889.] THE EDUCATIONAL TIMES.

MESSRS. BELL’S EDUCATIONAL WORKS.

THE ANNOTATED EDITIONS IN BOLD ITALICS WILL BE FOUND SUITABLE FOR THE NEXT CAMBRIDGE LOCAL EXAMINATION (DEC. 1889).

THE SCHOOLMASTER’S CALENDAR, Revised
and improved for 1889. Will be published
Immediately.

ENGLISH—

Editors. s. d.

ENGLISH GRAMMAR. 16th Thousand . Dr. Ernest Adams. 1 0

ENGLISH LANGUAGE. 21st Edition . „ 4 6

ASCHAM’S SCHOLEMASTER . Prof. J. E. B. Mayor. 1 0

MILTON’S PARADISE LOST. Bk. I. With Notes. C. P. Mason, P.C.P. 1 0

SHAKESPEARE’S MACBETH, NOTES ON, . T. Duff Barnett, B.A.

[ Nearly ready.

Shalcesjteare’s Tempest, Notes on, . T. Doff Barnett, B.A.

[Preparing .

ENGLISH LITERATURE, QUESTIONS IN, . Prof. W. W. Skeat. 2 6

EARLY ENGLISH LITERATURE (to Wyclif) ... Ten Brink. 3 6

SYNOPSIS OP ENGLISH HISTORY . A. Bowes. 1 0

LATIN— Annotated Editions—

Caesar— lie Ttelto Galileo. Books I. to III. ... George Long, M.A.
CiESAR — DE BELLO GALLICO. Books IV. and V.

CjESAR— DE BELLO GALLICO. Books VI. and VII.

CICERO-DE SENECTUTE .

CICERO-DE AMICITIA .

HORACE-ODES, CARMEN SECULARE, and

EPODES . A. J. Macleane, M.A.

HORACE— SATIRES,EPISTLES,&ART of POETRY

JUVENAL— SIXTEEN SATIRES (Expurgated) ... Herman Prior, M.A.
LIVY— Book V . Prendeville.

1

1

1

1

1

2

2

3

1

LIVY — Book XXI. and Book XXII. . L. D. Dowdall.B.D. each 3

OVID-METAMORPHOSES. Book XIII . C. H. Keene, M.A. 2

SALLUST— CATILINA, JUGURTHA. 2 Vols. ...G. Long & J. G. Fraser, each 2
Vergil’s Works. Abridged from Prof. Coning-
ton’s Edition. In 13 Vols.— BUCOLICS, GEOR-
GICS I. and II., GEORGICS III. and IV.,
jENEID I. and II., vENEID 111. and IV.,
iENEID V. and VI. (price 2s.), MueUl VI I.,
iENEID VIII., iENEID IX., iENEID X.,

iENEID XI., iENEID XII . each 1

6

6

6

6

6

0

0

6

6

0

0

0

6

LATIN— Class Books—

ECLOGAE LATINAE. New Edition . Rev. P. Frost, M.A. 1

LATIN VOCABULARIES. 2nd Edition. Revised. A. M. M.Stedman, M.A. 1
EASY LATIN PASSAGES (for Unseen Translation). ,, 1

EASY TRANSLATIONS FROM CiESAR, NEPOS,

LIVY, etc., for re-translation into Latin . T. Collins, M.A. 2

LATIN “ UNSEEN PAPERS.” Prose and Verse.

4th Edition . ; . „ 2

GREEK— Annotated Editions—

JEselnjlus — AGAMEMNON, PERSAE, EUME-

NIDES, Prometheus Vinetus . F. A. Paley, LL.D. each 1

EURIPIDES— HIPPOLYTUS, HECUBA, ALCES-

TIS, BACCHAE, TROADES, MEDEA . R. Shilleto, M.A., each 1

HOMER— ILIAD. Book I . „ 1

HOMER— ILIAD. Books I. to VI . „ 2

HOMER— ILIAD. Books VII. to XII . „ 2

PLATO-APOLOGY of SOCRATES and CRITO . W. Wagner, Ph.D. 2

SOPHOCLES— ANTIGONE, ELECTRA, (EDIPUS

COLONEUS, AJAX . F. A. Paley, LL.D. each 1

XENOPHON — ANABASIS. Book I . (J. F. Macmichael, i 1

XENOPHON— ANABASIS. Books II. and III . < M.A., and J. E. Mel- (-1

XENOPHON — ANABASIS. Books IV . and V . (. huish, MA. )l

XENOPHON— CYROPiEDIA. Books I. and II. .. G. M. Gorham, M.A. 1
XENOPHON— CYROPiEDIA. Books V. and VI. .. „ 1

XENOPHON— MEMORABILIA . Rev. P. Frost, M.A. 3

GREEK— Class Books—

ANALECTA GRAEC A. New Edition .

GREEK TESTAMENT. Selections. 2nd Edition,

revised . A.

GREEK “UNSEEN PAPERS.” Prose and Verse.
3rd Edition .

Rev. P. Frost, M.A. 2
M. M. Stedman, M.A. 2
T. Collins, M.A. 3

6

6

6

0

6

fi

6

0

6

6

6

6

6

6

6

6

6

0

0

6

0

MUSIC-

TEXT-BOOK OF MUSIC. By Prof. H. C. Banister. 13th Edition . 5 0

CONCISE HISTORY OF MUSIC. H. G. Bonayia Hunt, Mus.D. 9th Ed. 3 6

FRENCH— Annotated Editions— Editors. s. d.

CORNEILLE— LE CID, POLYEUCTE . F. E. A. Gasc, each 0 6

Mol i ere — LE MISANTHROPE, LES FEMMES
SAVANTES, LES PRECIEUSES RIDICULES,

Be Bourgeois Gentilhomme, LE TAR-

TUFFE . ,, each 0 6

RACINE- IPHIGENIE, ATHALIE, PHEDRE,

ESTHER . ,, each 0 6

FRENCH— Class Books—

FIRST FRENCH BOOK . F. E. A. Gasc.

SECOND „ „ .

(Key to the above two books, in One Vol., 3s. 6d.)

POCKET FRENCH DICTIONARY .

FRENCH PROSE COMPOSITION. (Kev, 6s.) .

ENGLISH PASSAGES FOR TRANSLATION

INTO FRENCH . Rev. A. C.Clapin.M.A.

(Key, for Tutors only, 4s.)

1 0
1 6

2 6
3 0

2 6

GERMAN— Annotated Editions—

FREYTAG— DIE JOURNALISTEN . Prof. F. Lange, Ph.D. 2 8

GOETHE— HERMANN and DOROTHEA . E. Bell, M.A. 1 6

SCHILLER— MAID OF ORLEANS . Dr. Wagner. 1 6

SCHILLER— MARIA STUART . V. Kastner, B.-&S-L. 1 6

GERMAN— Class books—

GERMAN PROSE COMPOSITION. 11th Ed. Revised Dr. Buchheim. 4 6
(Key to Parts 1 and 2, 2nd Edit., 3s. ; to Parts 3 and 4, 4s.)

MATHEMATICS— Cambridge Series-

ARITHMETIC. With nearly 8,000 Examples. 0. Pendlebury, M.A.,
Senior Mathematical Master, St. Paul’s School. 2nd Edition, Revised.

With or without Answers . 4 6

In Two Parts, each . 2 0

The Examples (without Answers) in a Separate Volume . 3 0

Pendlebury’s “Arithmetic” is now in use at many of the largest and
most successful Public Schools and Colleges.

EUCLID. Books I. and II. Horace Leighton, M.A . 2 0

CONIC SECTIONS TREATED GEOMETRICALLY. W. H. Besant,

D.Sc., F.R.S. (Solutions 4s.) . 4 6

MENSURATION. Bv B. T. Moore, M.A . 3 6

MATHEMATICAL EXAMPLES. J. M. Dyer, M.A., and R. Prowde

Smith, M.A . . 6 0

HYDROSTATICS. W. H. Besant, D.Sc. 13th Edition . 4 0

DYNAMICS. W. Garnett, M.A., D.C.L. 4th Edition . 6 0

HEAT. IV. Garnett, M.A., D.C.L. 4th Edition, Revised . 4 6

OPTICS, GEOMETRICAL. W. Steadman Aldis, M.A. 3rd Edition . 4 0

PHYSICS, EXAMPLES AND EXAMINATION PAPERS IN ELEMEN¬
TARY. W. Gallatly, M.A . 4 0

EXAMINATION SERIES.

Edited by A. M. M. Stedman, M.A.

Crown 8vo. 2s. 6d. each.

FRENCH EXAMINATION PAPERS IN MISCELLANEOUS GRAMMAR AND
IDIOMS. 3rd Edition.

In use at Eton, Harrow, Winchester, Repton, Cheltenham, Sherborne.
Haileybury, &c.

A Key by G. A. Schrumpf, B.-es-L., issued to Tutors or Private Students onlv.

5s

GERMAN’ EXAMINATION PAPERS IN MISCELLANEOUS GRAMMAR AND
IDIOMS. Compiled by R. J. Moeich, Manchester Grammar School. (Key
in the Press.)

GREEK EXAMINATION PAPERS IN MISCELLANEOUS GRAMMAR AND
IDIOMS.

LATIN EXAMINATION PAPERS IN MISCELLANEOUS GRAMMAR AND
IDIOMS.

Key by P. IIebblethwaite, M.A., Assistant-Lecturer at University
College, Liverpool. Nett, 6s., for Tutors or Private Students onlv.

HISTORY AND GEOGRAPHY EXAMINATION PAPERS. Compiled by C. H.
Spence, M.A. (Trinity College, Cambridge), Assistant Master in Clifton
College.

Uniform with the above.

BOOK-KEEPING, EXAMINATION PAPERS IN. Collected and arranged by
J. T. Medhdrst, Fell. Soe. of Accountants and Auditors, Lecturer in Book¬
keeping at City of London College. 3s.

A List of Books published by Messrs, BELL , suitable for EXAMINATIONS of 1889-90 will be sent

2>ost free on application

London : GEORGE BELL & SONS, York Street, Covent Garden

6

THE EDUCATIONAL TIMES. [Jan. 1, 1889

SWAN SONNENSCHEIN & CO.’S LIST.

*

PARALLEL GRAMMAR SERIES.

BASED ON THE PRINCIPLES AND REQUIREMENTS OF THE GRAMMATICAL SOCIETY.

Edited by E. A. SONNENSCHEIN, M.A. Oxon.,

Professor of Classics in the Mason College, Birmingham.

“ Almost every grammatical system lias its rationale, capable of being com¬
prehended by the human mind, if t he mind is kept steadily to it, and of serving as
a clue to the facts ; but .... every one of the grammars following a different system,

the student masters the rationale of none of them ; and, in consequence, after all
his labour, he often ends by possessing of the science of grammar nothing but a
heap of terms jumbled together in inextricable confusion.”— Matthew Arnold.

The Volumes of this Series are marked by the following distinguishing features : —

1. Uniformity of Classification and Terminology. 2. Uniformity of Scope. 3. Uniformity of Size and Type.

The following Volumes have already appeared, or are about to appear immediately : —

LATIN GRAMMAR. By Prof. E. A. Sonnenschein, M.A.
Accidence, Is. 6d. [ Third Edition this day.

Syntax (January), Is. 6d. The Two Parts in a single Volume, 2s. Cd.

FIRST LATIN READER AND WRITER. By C. M. Dix,
M.A. Oxon. Is. [Ready.

ENGLISH ANALYSIS AND SYNTAX. By J. Hall, M.A.,
and Miss A. J. Cooper, and the Editor of the Series. Is. [Ready,

Forming a convenient introduction to the grammatical principles of the
whole Series. Accidence (shortly), Is. Together, Is. Gd.

ENGLISH EXAMPLES AND EXERCISES. [Shortly.

FRENCH GRAMMAR. By Brof. L. M. Moriarty, M.A. Oxon.
Accidence, Is. (id. Syntax, Is. (id. Together, 2s. Gd. [Accidence ready.

FIRST FRENCH READER AND WRITER. [Shortly.

GERMAN GRAMMAR. By Prof. Kuno Meyer, Ph.D.
Accidence, is. (id. Syntax [shortly), is. Gd. Together, 2s. 6d.

[Accidence ready.

FIRST GERMAN READER AND WRITER. [Shortly.

Of the Latin Grammar ( the only one so far reviewed ) the Journal of Education says : — “ Clear, simple, and concise. The rules are tersely and
definitely stated, so that they may easily be understood and easily carried in the memory. The type is very yood and the arrangement is excellent. IV e
hope that the Headmasters’ Conference may see fit to discuss whether it should not be one of the candidates for the post of the Common Grammar
of the English Public Schools.”

The Schoolmaster says ; — “We certainly say that it will hold its own among all the elementary grammars that we hare in our time reviewed."

The Practical Teacher says : — “ We shall look for the succeeding volumes with interest,"

THE EVOLUTION OF LANGUAGE.

PRINCIPLES OF LANGUAGE. By Prof. H. Paul. Edited
by Prof. PI. A. Strong, LL.D. Pp. xlviii— 512. 8vo, 10s. Gd. [ Just published.

“ There is no book of recent times which lias exercised a more profound and
extensive influence.” — Athenceum.

“ Prof. Paul’s famous book ought to be familiar to every student of philology.”
— Academy.

“ Undoubtedly one of the most important contributions recently made to the
science of language . . . rigidly scientific, and goes thoroughly to the root of
things.” — Literary World.

Adopted by the London School Board.

A FIRST HISTORY OF THE ENGLISH PEOPLE. By

Amy Baker. In 4 vols., Is. each, cloth.

Vol.

I.— Anglo-Saxons to Henry
III.

II.— Edward I. to Elizabeth.

Vol. III.— James I. to Revolution.
,, IV.— William III. to Vic¬
toria’s Jubilee.

“ Written in simple straightforward English, which all children will under¬
stand. Admirably designed to enchain the interest of pupils.” — School
Board Chronicle.

PRACTICAL ESS AY- WRITING. By A. W. Holmes-Forbes,
M.A. Limp cloth, Is. 6d. “ Of real utility.”— Saturday Revieiv.

A HISTORY OF THE GERMAN LANGUAGE. By II. A.

Strong, Professor of Latin in the Liverpool University College, and Kuno
Meyer, Lecturer on Teutonic Languages, Liverpool University College.
8vo, cloth, Gs.

11 Supplies a long-felt want. . . . The Authors have spared no pains to include
in their volume the results of the most recent researches of German philologists.”
— Literary World.

PREPARED BY THE ASSOCIATION FOR THE IMPROVEMENT OF
GEOMETRICAL TEACHING.

1. THE ELEMENTS OF PLANE GEOMETRY. Part I.
(corresponding to Euclid, Books I. and II.), 2s. Gd. Part II. (corresponding
to Euclid, Books III. to VI.), 2s. Gd. Or in 1 vol., 4s. Gd.

“This book is the work of thoughtful, earnest men, and deserves much
commendation. Every part is methodical, and each springs from the preceding.”
— Schoolmaster.

2. ELEMENTARY GEOMETRICAL CONICS. With 3

Diagrams. Is. Gd.

THE SCIENCE AND ART OF ARITHMETIC. By A.

Sonnenschein and H. A. Nesbitt, M.A. Sixth Edition (1887). Cloth, 5s. Gd.

Part I., 2s. Gd ; Exercises reprinted from same, Is. Parts II., III., 3s. Gd. ;
Exercises reprinted from same, Is. 3d. Answers to Exercises (complete), ls.6d.

A B C OF ARITHMETIC. By A. Sonnenschein ancl H. A.
Nesbitt, M.A. Teacher’s Book, Two Parts, Is. each. Pupil’s Book (Exer¬
cises), Two Parts, 4d. each. “The book is good throughout. . . . Its
thoroughness is exceedingly praiseworthy.”— Spectator.

SWAN SONNENSCHEIN & CO.,

NOW READY. COMPLETE IN 1 VOL. 568 pp., Double Columns,
Large 8vo, cloth, neat, l7s. 6d.

THE CYCLOPAEDIA OF EDUCATION. By a large num¬
ber of Eminent Educational Specialists.

“ The appearance of the ‘ Cyclopaedia of Education ’ is, or ought to he, a most
important event in the growth of our educational literature, and teachers who
take my advice will avail themselves of its cheapness. It is likely to be un¬
rivalled in belonging to the 19th century.”— R. H. Quick in Journal of
Education.

“ Will be little less than essential in the school reference library.”— School
Board Chronicle. “ Very valuable.” — British Weekly.

THE HISTORY OF PEDAGOGY: a new History ofEducational
Theories. By Professor G. Compa Yuf:. Translated, with an Introduction,
Notes, and Index, by Prof. W. H. Payne, M.A. Crown 8vo, 620 pages, Or.

FESTALOZZI : a short Account of his Life and System. Based on
Roger de Guimp's “ Histoire de Pestalozzi.” By J. Russell, B. A. Is. Gd.
SCHOOL HYGIENE : the Laws ofHealth in relation to School Life.
By Arthur Newsholme, M.D., etc. 2nd Edition. With 29 Figures. 2s. Gil.

“ Wholly meritorious and altogether free from any blemishes that we can find.
There is nothing to he said of it but that it is excellent.” — Athenceum.

“ Dr. Newsholme has studied his subject thoroughly, and his conclusions are
all the more valuable because they have been to a large extent suggested by his
experience as a medical officer of health and as a medicinal referee for various
schools and training colleges." — Nature.

THE MUSICIAN: a Guide for Pianoforte Students. By Ridley
Prentice. In Six Grades, each 2s., royal lGmo, cloth. [Now completed.

“ A most valuable work, which lias been someyears in preparation, and which
has been issued from time to time at an exceedingly cheap price. It is written
by a teacher of great experience to meet a pressing want. . . . Each grade is com¬
plete in itself, and cuts out work enough for a diligent student for about two years.
It starts with a full list of the pieces to be studied, arranged in order of difficulty.
. . . But when, in addition, the ‘Musician’ provides a full critical analysis of
about a quarter of the pieces in the list, and gives clear help towards the analysis
of the rest, it is manifest that we have a great boon in these little books, for both
teachers and students. . . . The intrinsic excellence of this series is sufficient
to ensure its success as soon as known.” — Times.

d-3" This series of books has received the sanction of Professor Macfarren,
of Cambridge ; the Rev. Professor Sir Gore Ouseley, of Oxford; the
Royal Academy of Music ; the Guildhall School ; and many other
leading centres of musical education.

A HISTORY OF PIANOFORTE MUSIC. By J. C. Fillmore.
Edited by Ridley Prentice. Royal lGmo, cloth, 3s. Gd. “Mr. Ridley
Prentice has done many services lo the English student of the piano, but
never a greater one than when he introduced this most excellent history.
The book needs little recommendation; it is sure to become generally
known." Schoolmaster.

THE CHILD'S PIANOFORTE BOOK. By H. Keatley
Moore, B.Mus., B.A. Second Edition. Illustrated by Kate Greenaway
and others. Feap. 4to, cloth gilt, 3s. Gd.

“ Mr. Moore has here done much to render the study easy and pleasant. . . .
The child can scarcely fail to grasp every difficulty ancl to delight in his task.” —
School Board Chronicle.

PATERNOSTER SQUARE, E.C.

Jan. 1, 1889.] _ THE EDUCATIONAL TIMES. _ 7_

MR. MURRAY'S LIST OF SCHOOL BOOKS.

DR. WM. SMITH’S

EDUCATIONAL SERIES.

MURRAY’S

STUDENTS’ MANUALS.

DR. WM. SMITH’S

SCHOOL DICTIONARIES

LATIN COURSE.

’Principia Latina. Part I. Containing Grammar, '
Delectus, Exercises, and Vocabularies. 3s. (Id.
Appendix to Port /. Additional Exercises and Ex- |
animation Papers. 2s. Gd.

’Principia Latina. Part II. A First Latin Reading
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[Jan. 1, 1889.

COLLINS’ SCHOOL SERIES.

Adapted for Use in Middle and Higher Class Schools.

ENGLISH.

Shakespeare.— Henry V. With Explanatory, Gram¬
matical, and Philological Notes, Critical Remarks,
&c. By Samuel Neil, F.E.I.S. Cloth, Is.

Also, uniform tvith the above :

Julius Ciesar.
Merchant of Venice.
Richard II.

Richard III.
Macbeth.

Henry VIII.

King Lear.

As You Like It.

Hamlet.

Coriolanus.

Romeo and Juliet.

Tempest.

Midsummer Night’s Dream.
King John.

Introduction to Shakespearian Study. By

Rev. F. G. Fleay. M.A. Is.

Bacon.— Essays. With Notes, Analysis, &c. By
Rev. Henry Lewis, M.A., Culliam Training Col¬
lege. Cloth, 2s. Gd. ; or in two volumes, each Is. Gd.

History of English Literature. By F. A. Laing.

New and Revised Edition With a Chapter on
American Li I erature and copious Index. Extra fcap.
Svo, cloth, 253 pp., Is. Gd.

Eminent English Writers. A Series of 40 Bio¬
graphical Sketches- By W. Lawson, F.R.G.S. ls.6d.

The Model Elocutionist. With Illustrative Dia¬
grams and numerous Readings and Recitations.
By Anmeiv Comstocic, M.D., late Professor of
Elocution, Philadelphia ; and James Allan Mair.
Extra fcap. Svo, cloth, 250 pages, Is. Gd.

Advanced English Grammar, for Schools and
Colleges, with numerous Exercises. By Tnos.
Morrison, M.A., LL.D. Post 8vo, Is. 3d.

Text-Book of English Composition, with Exer¬
cises. By Tnos. Morrison, M.A., LL.D. Cloth, Is.

Handbook of the Analysis of Sentences. With
numerous Illustrative Examples, and a Complete
Series of Exercises. By Walter M’Leod, F.C.P.,
F.R.G.S. Extra fcap. Svo, cloth, 148 pp., Is.

Dictionary of the Derivations of the English
Language, in which each word is traced to its
Primary Root. Forming a Text-Book of Etymology.
400 pp., lSmo, cloth, Is.

The Formation of Words, Prefixes, Postfixes,
and Roots (for Senior Pupils and Pupil-Teachers).
By John Russell, F.E.I.S., F.R.Hist.S. With
numerous Exercises on Composition, etc., and Out¬
line of the History of the English Language. Extra
leap. Svo, 64 pp., cloth 4d.

GEOGRAPHY.

Elements of Geography, Mathematical, Physical,
and Political. With Illustrations and 4 Coloured
Maps. Post Svo, cloth, is.

Outlines of Modern Geography. With 4 Coloured

Maps. Post Svo, cloth, Is.

Manual of Geography, Political, Physical, and
Commercial. By William Lawson, F.R.G.S., St.
Mark’s College, Chelsea, and Examiner in Geography
to the College of Preceptors. 16 Maps, Illustrations,
and copious Index of 2,000 Names. New Edition,
Revised. Cloth, 3s. 6d.

Physical Geography. By T. Macxurk, F.R.G.S.
With Maps and Illustrations. Cloth, Is.

Physical Geography. By Professor Young, Glas¬
gow University. Cloth, 2s. Gd.

HISTORY.

History of England. By Leonhard ScnMiiz,
LL.D. New and Enlarged Edition, with Questions
and Notes on Contemporary Events, Historical Map,
and Illustrations. Extra fcap. Svo, cloth, 345 pp., 2s.

History of the British Empire. With 5 Coloured
Maps and numerous Woodcuts. New Edition, con¬
taining Descriptions of the Social Life and Manners
of each Period, with Summaries, Questions, and
copious Index. Post Svo, cloth, 400 pp., 2s.

Table Book of English History. Chronological
and Genealogical. By Theodore Johnson, Tam-
worth Grammar School. Fcap. 4to, cloth, 50pp., is.

Rome. By L. Schmitz, LL.D. Is. Gd

Greece. By the Same. Is. Gd.

ARITHMETIC.

The Standard Arithmetic, with numerous Exam¬
ples and carefully graduated Exercises. New Edition.
Fcap. Svo, cloth. Is. 6d. Key, 2s. Gd.

A Complete System of Practical Arithmetic.

Including Practical Geometry, Mensuration of Sur¬
faces and Solids, Land Surveying, Artificer’s Work,
Plane Trigonometry and Algebra. Post Svo, cloth,
192 pp., Is. Gd. Key, 4s.

Elementary Arithmetic, for Junior Classes. By

H. Evers, LL.D. Is. ; Key, 3s. Gd.

Arithmetic for Higher and Middle Class

Schools. With Examples selected from theGovern-
meut Papers and Public Schools of England. By
Henry Evers, LL.D. 2s. Gd. ; Kev, 5s.
Algebraical Examples for Lower Forms, con¬
taining a great variety of Exercises and Problems,

- and adapted for Mental use. By the Rev. Edward
Atkins, B.Sc. New Edition. Fcap. 8vo, cloth, Is.
Algebra to Quadratic Equations. By E. Atkins,
B.Sc., Wyggeston Schools, Leicester, is.
Elements of Euclid (Simson’sText), with Exercises.
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I. — VI., is. Gd. Key, Is. Gd.

Elements of Euclid. With Marginal Notes. By
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Mensui'ation and Land Surveying’. Comprising
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Edition. Post Svo, cloth, Is.

Tables of Logarithms, and other Tables required
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Exercises in Long Addition, or Separate Addition,
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SCRIPTURE AND LITURGY.

Book of Common Prayer, its History and Contents,
with an Explanation of the various Services. By
the Rev. C. Ivens. Cloth, Is.

Old Testament History. By the Same. With
Map, Is.

New Testament History. By the Same. With
Map, Is.

Atlas of Scripture Geography. Engraved by
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Another Edition, with nearly 1,800 Questions on the
Maps, crown 4to, Is. Key, Is. Another Edition,
with Answers, Is. Gd.

Handbook of Scripture Geography and His¬
tory : A Series of Nearly 1,800 Questions on Biblical
Knowledge. By A. Thomson. With Answers.
Fcap. Svo, cloth, 128 pp., Is,

SUPPLEMENTARY READING BOOKS.

Outlines of Natural Philosophy. Adapted for
Upper Classes in Elementary and Middle Class
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Extra fcap. 8vo, cloth, 190 pp., Is.

Outlines of Natural History. Embracing the
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LANGUAGES.

FRENCH.

By A. ESCLANGON,

Examiner to the University of London,
Professor of French at the City of London Middle-Class
School, and the Bedford College for Ladies, etc., etc.
First French Course, including Elementary Exer¬
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Fcap. Svo, cloth, Is. 6d.

Second French Course, including Syntax, advanced
Exorcises, Readings, and Vocabulary. Fcap. Svo,
cloth, 2s.

Third French Course, Grammatical Exercises,
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Fcap. Svo, cloth, 3s.

Key to First Course, 2s.

Key to Second Course, 2s.

LANGUAGES (continued).

GERMAN.

German Primer, for Junior Classes, by Dr. Julius
Maier. Cloth, Is.

First German Course. Containing Grammar,
Exercises, Vocabularies, and First Reading Booh.
By Julius Maier, Ph.D. Fcap. 8vo, cloth, 218
pages, 2s.

LA TIN.

By Leonhard Schmitz, LL.D., Classical Examiner,
University of London.

Introductory Grammar of the Latin Language.

For Use of Junior Classes. Post Svo, cloth. Is. 3d.

Grammar of the Latin Language. Post Svo,
cloth, 222 pp., 2s.

Introductory Exercises in Latin Prose Com¬
position. By G. F. 11. Sykes, B.A. Cloth, Is.
Key, 3s. 6d.

Exercises in Latin Prose Composition. A Com¬
panion Volume to Dr. Schmitz’s Grammar. By
G. F. II. Sykes, B.A., Forest House School, Wood¬
ford. Post Svo, cloth, 27G pp. , 2s. Key, 5s.

Caesar.— De Bello Gallico. Books 1.— VII. With In¬
troduction, Examination Questions, copious Notes,
Vocabulary, Maps, Plans, and a Geographical Index.
Post Svo, cloth, 2s. Gd.

Also, Book I., with Notes, Vocabulary, and Manuscript
Paper. Cloth limp. Is. Books II. and III., to¬
gether, Is.

Coesar.— Comprising the First, Second, and Extracts
from the Fourth, Fifth, and Sixth Books of the
Gallic War. With Examination Questions, Notes,
Initiative Exercises, and a Vocabulary. Post Svo,
cloth, 184 pp., Is. Gd.

Virgil.— ADneid, Books I.— VI, With Life of Virgil
and copious Notes. Post Svo, cloth, 285 pp., 2s. Gd.

In separate Books, with Ruled Manuscript Paper.
Cloth, each Sd.

History of Latin Literature, from b.c. 753 to
a.d. 01. Post Svo, cloth, 262 pp., 2s.

ATLASES.

New and Revised Editions.

Imperial Series. Size of Maps, 13 by 11 inches.

The Advanced Atlas. 40 Maps, 4to, cloth, gilt side,
3s. Gd.

The Universal Atlas. 40 Maps, 4to, fancy stiff
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15,000 names. 3s. Gd.

The Academic Atlas. 40 Maps, 4to, cloth, gilt side,
with a copious Index of nearly 15,000 names. 5s.

The Student’s Atlas. 40 Modern and G Maps of
Ancient and Historical Geography, folded in half
and mounted on guards, with a copious Index of
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The Collegiate Atlas. 40 Modern Maps and IS of
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and mounted on guards. Svo, with a copious Index
of nearly 20,000 names. Cloth extra, 7s. Gd.

The International Atlas. 70 Maps (40 Modern, 1G
Historical, and 14 Classical), folded in half and
mounted on guards, with Descriptive Letterpress by
W. F. Collier, LL.D., and Leonhard Schmitz,
LL.D., and a copious Index of nearly 22,000 names.
Imperial Svo, cloth extra, gilt side, 10s. Gd. ; quarter-
bound, morocco, gilt side, 12s. 6d.

Pocket Atlas of Classical Geography. 15 Maps,
folded in half and mounted on guards. Imperial
lGmo, cloth, Is. 6d.

Crown Atlas of Classical Geography. 15 Maps,
with descriptive Letterpress (56 pp.) lay Leonhard
ScnMiTZ, LL.D., and Index. 1(5 mo, cloth, 2s. 6d.

Student’s Atlas of Classical Geography. 15

Maps, with Descriptive Letterpress (23 pp.) by
Leonhard Schmitz, LL.D., and Index. Imperial
Svo, cloth, 3s.

Pocket Atlas of Historical Geography. 1G

Maps, folded in half and mounted on guards. lGrno,
cloth limp, Is. Gd.

Crown Atlas of Historical Geography. Hi Maps,
folded in half and mounted on guards, with Descrip¬
tive Letterpress (36 pii.) by Willi am F. Collier,
LL.D., and copious Index. lGmo, cloth, 2s. Gd.

Student’s Atlas of Physical Geography. 20
Maps, folded and mounted, with Descriptive Letter-
press (80 pp.) by Jas. Bryce, LL.D. Svo, cloth, 5s.

*** Complete List of Atlases post-free.

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Jan. 1, 1889.]

THE EDUCATIONAL TIMES.

11

CAMBRIDGE UNIVERSITY PRESS.

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Bonnechose. Lazare Hoche. With Four Maps, Introduction, and
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Moliere. Le Bourgeois Gentilhomme, Comedie-Ballet en Cinq
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Hauff. Das Biltl des Kaisers. By Karl Hermann 13reul, M.A.,
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Gai Iuli Caesaris de Bello Gallico Com. II., III. With Maps and
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P. Vergili Maronis Aeneidos Liber VII. Edited, with Notes, by
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Lucretius. Book V. With Notes and Introduction. By J. D. Duff,
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Livy. Book XXII. With Notes and Introduction. By M. S. Dims-
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The Anabasis of Xenophon. Book V. With English Notes. By
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The Odyssey of Homer. Book X. With Introduction, Notes, and
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Herodotus. Book VI. Edited, with Notes, Introduction, and Maps,
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Geography, Lecturer on Physiography and on Commercial Geography in the
Heriot-AVatt College, Edinburgh.

Extracts from Reviews.

“This new Primer is admirable in every respect, and should be welcomed by
those studying the subject as a branch of their education. . . . Altogether this little
book contains a vast amount of correct, well arranged, and interesting information,
which will be of great use to those for whom it is specially intended. The statistics
given arc clear and simple, and the chapters are divided into short numbered
paragraphs, each complete in itself.’’ — Scottish Geographical Magazine , Nov. 18S8.

“This is an admirable little volume, and it will doubtless prove of great value to
teachers and students of Commercial Geography. Dr. Mill’s position as Edinburgh
University Extension Lecturer on Geography and Physiography, and on Commercial
Geography in the Heriot-AVatt College, Edinburgh, would alone be sufficient to en¬
sure the attention of all concerned in geographical study to the little volume before
us, but on its own merits it is still a timely and useful contribution to the literature
on the subject. . . . The little work is fully equal to its pretensions, and deserves to
have a wide circle of readers.” — Chamber of Commerce Journal , Nov. 5, 1S88.

“Owing to the vast extent of ground covered by the subject, and the wearisome
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and is apt to relinquish the subject as suitable only for pedants and patriarchs. The
author of this handbook has avoided these pitfalls, and has produced a work correct
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“ Within the compass of 13G pages. Dr. Mill reveals a vast amount of information
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pleasantly written or more admirably arranged.”— Private Schoolmaster, Nov. 1888.

Preparing.

AN ATLAS OP COMMERCIAL GEOGRAPHY. Intended as
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Bartholomew, F.R.G.S. AVitli an Introduction by Hugh Robert Mill, D.Sc.

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THE EDUCATIONAL TIMES. [Jan. 1, 1889.

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EUCLID REVISED. Containing the Essentials of the Elements of Plane
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THE EDUCATIONAL TIMES.

1 Q

lo

CONTENTS.

- 7“ . Luge

Manual Instruction in Schools, with special reference to the
Swedish Slojd System (Paper read at Monthly Evening

Meeting of the College of Preceptors) . 13

Meeting of the Council of the College of Preceptors . 17

The Head-Masters’ Conference . 18

Univeroity and College Intelligence . 18

Educational Notes and Summary . 19

Correspondence . 21

The Mysteries of Examinations . 25

Technical Education and Commercial Competition . 2G

Children’s Books . 27

The School Board for London . 27

Day Training Colleges . . 28

Reviews, Notices, &c . 28

Sweet’s History of English Sounds; Ball’s Short Account of the
History of Mathematics; Hinton’s New Era of Thought ; Sinker’s
Memorials of the Hon. Ion Keith-Ealconer ; Dictionary of National
Biography; German School Books ; Stronach’s Simple History of
English Literature; Fisher’s Musical Profession ; Bcvenot’s Passa¬
ges from French and German Poets ; School Infirmaries and
Sanatoria, &c., &e.

Alphabetical List of College and School Books published during

the month . 33

The Pupil-teacher System . 33

Mathematics . 35

London Mathematical Society . 38

Agency List, comprising Vacant Situations, and Qualifications

of Teachers seeking Appointments . 41

CfK educational Ct'meo.

COLLEGE OF PRECEPTORS.

Evening Meeting, Decembeh 12th, 1888.

The Chair having been taken by Dr. J. G. Fitch, M.A.,
Miss E. P. Hughes, Principal of the Cambridge Training
College, read the following paper: —

MANUAL INSTRUCTION IN SCHOOLS, WITH SPECIAL
REFERENCE TO THE SWEDISH SLOJD SYSTEM.

Mr. Chairman, Fellow Teachers, — I ask for the sympathy of my
audience. I feel oppi’essed with a deep sense of responsibility
towards you and towards my subject — manual work in schools.
An audience of teachers moves me as no other audience can,
because teachers are the moulders of the future, and something
of the greatness and of the glory which “ shall be ” hovers round
every assembly of teachers. I feel it, therefore, a great oppor¬
tunity and a great responsibility to address you to-night. My
one comfort is that, as I am a teacher myself, and feel an intense
sympathy with every member of my profession, I trust that
that sympathy will guide me to say something which will be of
use to you. I also feel responsible on account of my subject. A
systematised plan of manual work for schools is something new
in England, and it behoves us who preach this new educational
gospel to see that we understand our message aright, and that
we deliver it clearly. But I have on this point also a thought
which comforts me. I am here to-night as the pupil and friend
of that great educationalist, Herr Salomon, wdio has elaborated
the most scientific system of manual work for schools which the
world has seen as yet. It gives me coui’age to remember that he
is willing and glad for me to undertake the work of helping to
make known his theory to England.

I will at once proceed to define what is meant by Swedish
Sldjd. It is a system of manual work arranged for school child¬
ren between the ages of eleven and fourteen. Various kinds of
manual work have been tried in Sweden and elsewhere — basket¬
making, book-binding, smith’s •work, &c. — but the general result
seems to be that wood Slojd, or Slojd carpentering, is the best
form of manual work for school children of that age. I shall,
therefore, use the word Sldjd in this narrowed meaning to-night
as equivalent to Sldjd carpentering.

I will first of all explain, as clearly as possible, the position
which I desire for Sldjd in our English education. I think I can
make my meaning most clear by using the figure of various strata
of education. I hold that every child, boy or girl, rich dr poor,
ought to have, and must have if England is to prosper, a certain
common general education, the object of which is to develop that
child as a human being, physically, mentally, and morally.

Whatever that child’s life may be — peer or artisau, polished lady
or simple working woman- — that primary stratum of education
must be laid. Then begins differentiation — the majority pass
on to the education of life, and the fortunate minority have a
longer school life and a higher education. Within that second
stratum of higher education we have further differentiation, but
it is still r/eneral education, not special, and the object is still
the development of the human being as such.

Our third stratum is what I shall call technical-professional
education — namely, special skill and special knowledge for special
work — in fact, preparation for the various trades and professions.
Now, Slojd belongs to the first stratum. I believe all children
ought to learn it, children of all classes, girls as well as boys.
They ought to learn it just because they are human beings,
which means that they possess a grand possibility of develop¬
ment. They can improve and grow better in all directions, and
I claim for Sldjd that it is an excellent means for that develop¬
ment — nay, more, that without some good system of manual
work, such as Sldjd, we can never obtain the best possible
development for the children in our schools.

Having pointed out the desired position for Sldjd in our educa¬
tional system, let me do what I can to remove two false im¬
pressions, which I have come across several times in lecturing
on Slojd in several parts of England.

(1) Sldjd is not a part of technical education. Later on I may
perhaps have time to show the connection between the two, but
if there was no such thing as technical education, Sldjd would
still be invaluable from an educational standpoint. I naturally
feel strongly on this subject, because many of us, probably most
of us, are concerned in the education of those who will never
require to be technically educated. I dread greatly lest Sldjd in
England will bo made subservient to technical education, because
we higher English teachers have so little professional knowledge,
and because the question of technical education has absorbed, and
rightly absorbed, so much public attention lately. It is of great
importance that we teachers should have wide interests and look at
gi’eat questions from many standpoints. I am intensely interested
in technical education from an economic standpoint, but if Sldjd
be made the slave of technical education, Sldjd in England is
doomed as an intellectual factor in education, and it is as an
intellectual and moral factor in general education that I, as a
teacher, uphold it to-night.

(2) Sldjd is not ordinary carpentering. A most cursory glance
at the models we make, and a most elementary knowledge of the
way in which we make them, will show that we do not work as
ordinary carpenters. The object of the carpenter is to produce
goods good enough to sell, with the smallest possible expenditure
of energy. The object of the teacher of Sldjd is to develop in
his pupils physical, mental, and moral power. The Sldjd models
are only means to an end ; and, though each model is useful, it
could be made quite serviceable with far less care and accuracy
than is actually used. To the children the models are the goal
of their work, but to us teachers they are only means to a far
more important end.

Now, let me attempt to prove that no general education can be
complete unless manual work forms a part of it. I reached this
point many years ago, long before I ever heard of Sldjd, by
simply thinking and reading about education. My impression
was deepened by teaching for several years, and three years’
study of psychology in Cambridge turned my impression into a
fixed belief. I began to make enquiries as to the different kinds
of manual work taught in Continental and American schools,
and at the same time I began to elaborate theoretically a plan of
manual work for school children, based on my knowledge of
physiology and psychology and on my experience of children. 1
suddenly heard of this Swedish Sldjd system, and after studying
it in its home at Naas, I feel sure that I have at last found
exactly what I wanted — a missing factor in general education.
The system 1x111 no doubt be greatly developed in future years ;
the summer course this year was a considerable development on
all the preceding ones, but the general principles of the system
are so wide, so scientific — in short, so rational— I feel sure they
have been laid down once and for ever.

Now, let me attempt to show the educational importance of
Sloj d : —

First, Sldjd is an important factor in physical development. I
take it there are three factors in perfect physical development in
school: (a) Proper healthy conditions of food, light, air, Ac. ;
(h) opportunities for play (When will teachers realise the im¬
portance of play ?) ; (c) a scientific system of gymnastics.
Manual work in schools is connected, on the physical side, with

14

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

this thh’d part; it supplements gymnastics. I was much inter¬
ested to hear a short time ago that my friend, Madame CEsterberg,
has added Slojd to her gymnastic course at Hampstead, as of
considerable value in supplementing the more general gymnastics.
Of course Slojd is to me chiefly an intellectual factor, but I was
delighted to find that Madame CEsterberg rated its physical
advantages so highly. It surprised and delighted me in Sweden
to see what a great stress was laid on the physical side of Slojd.
Great pains were taken so that we should assume and keep right
positions during our work. The work is very carefully arranged,
so that one does not, for example, get too much sawing, or too
much planing at one time ; and, with several tools, the left hand
is used equally with the right. I can speak from experience that
Slojd is really excellent exercise, and, if any lady or gentleman
present has ever done any sawing in hard wood, they will, I
know, agree with me that it is eminently calculated to develop
muscle. I am often asked, “ Is not the work excessive for girls ? ”
I say, without any hesitation, No, not in the hands of a skilful
teacher. I frankly confess, however, I can see infinite possi¬
bilities of harm if the teacher does not understand her business
thoroughly. On the other hand, I think the physical advantage to
girls, especially of the middle class, would be greater than to any
other class of the community. Our girls do not have enough
exercise, and the exercise in Slojd is so advantageous, because it
is so varied, that one feels far fresher at the end than at the be¬
ginning, as I can testify by personal experience.

Slojd is calculated to prove an excellent antidote for the almost
constant sitting posture assumed by children during school
hours, and it is also an excellent antidote for the possibility of
over-pressure. In short, it is my solemn conviction, quite apart
from the moral and intellectual gains of Slojd, of which I shall
speak directly, that it is such a refreshing and stimulating change
from the purely intellectual work of school that more intellectual
work will be done during school hours if thi’ee hours a week bo
taken out of them for Slojd. But this is always assuming that
Slojd is well taught.

In addition to the general physical development of the body by
Slojd, there is also a special physical development, viz., develop¬
ment of the hand, or the acquiring of manual dexterity. Now, I
appeal to every one present, does it not make an enormous
difference to each of us if we are handy or not ? Whatever class
in society we occupy, whatever may be our intellectual attain¬
ments, we cannot lay claim to being completely and satisfactorily
educated, unless, in addition to a great many other things, we are
handy persons. See, for example, if a woman is handy how
much more free she is, how far less dependent on others, and
what a much more valuable friend and acquaintance she makes.
One’s own comfort and happiness, and one’s power of helping
Dthers, are infinitely increased if one is handy. Now, it is only
during one part of our lives that we cau acquire easily general
manual dexterity, namely, when we are young. This marvellous
instrument of the human hand, so wonderfully complex in its
movements, so extraordinary in its power of adaptation, it is
worth while cultivating, and we must cultivate it when it is supple
and plastic ; for in later years it is only with infinite difficulty that
we can cultivate it, and that very imperfectly. I do not think
in our elementary schools, or in our higher schools, our pupils are
made handy. In sewing, drawing and writing, and cooking, the
object is to give special, not general dexterity. In Slojd, on the
contrary, the system has been arranged so that we have an
infinite variety of manipulations with both hands, arranged
specially to obtain general dexterity, and I believe that that
result is obtained. Some hold that the school develops the
child’s intellect, the church its moral nature, and the home its
physical nature and manual dexterity. This division of labour is
impossible; a child is not a three-fold bundle, to be developed
first on one side and then on the other. We teachers must
accept the task of developing the whole child.

I have hitherto spoken only of the physical advantages of
Slojd. I now turn to its intellectual aud moral advantages, and
this is, of course, that part of my subject which chiefly interests
me, and that part also, I hope, which will chiefly interest my
audience. I have already said Slojd is not ordinary carpentering.
Let me state emphatically that, if it were, I should object
strongly to several precious school hours being occupied by it.
Let me refer to a narrow and incorrect view of education, which
one often hears stated, and which, unless I am greatly mistaken,
is spreading in America. I accept the proposition that the goal of
school education is preparation for life, if life be taken in its
widest sense, and if preparation be taken to mean indirect as well
as direct preparation. There are two ways of preparing a child

in school for life : — 1st, directly , by simply giving it the knowledge
and skill which it requires ; 2nd, indirectly, and far more rationally,
by developing it and making it strong and capable of getting the
required knowledge for itself. Now, to be able to do a little
carpentering is an obvious advantage, and I greatly fear lest
English teachers should not see from the first that the real
advantage of Slojd carpentering is development in indirect pre¬
paration for life. I want to make my pupils, not carpenters, but
strong, vigorous, rational thinking souls, quick to seize and
strong to hold the truth. I maintain I have a better chance of
making the minds of the boys and girls I. teach capable minds,
strong, clear, and rapid minds, if I use as one of my means to
that end a rational system of manual work. This is my assertion.
I will try and prove it.

First, Slojd is a better means than any we employ at present
to guide school children, of the stated age, to acquire the power
of cai’eful and prolonged attention. I need scarcely lay stress on
the great importance of cultivating the habit of attention. A
well-known psychologist tells us : —

“ It has often been said that great intellectual power turns on the
ability to concentrate the attention. Newton based his intellectual
superiority on this circumstance. Helvetius observed that genius is
nothing but a continued attention. A proposition about which there is so
general an agreement among those who ought to know may be safely
accepted as expressing a truth. Attention is the condition of all intel¬
lectual achievement, and a good power of prolonged concentration is
undoubtedly indispensable to first-rate achievement in any direction.”

So far, the psychologist and our own experience teach us the
same lesson. Who is the man who succeeds in all he undertakes ?
He who has the power of concentrating his whole mind on the
subject in hand, be he scientific discoverer or man of business,
scholar or skilled artisan. And what is the most fundamental
quality which we must cultivate in our pupils but this same
quality of concentrated, sustained attention ? Turning again to
the psychologist, we learn from him, what our experience of
children tells us is true, that the attention of children is largely
non-voluntary, and it is only by arranging their conditions as
favourable to attention that we can teach them to attend. “ Force
must be economised by removing all obstacles, andmakingthe task
as agreeable and as attractive as possible.” Again the psychologist
helps us : “ The great field for the early exercise of the concen¬
tration of attention is action. When a child wants to do some¬
thing the strong desire for the end secures a prolonged effort
of attention.” We teachers often have to use little devices to
attract and retain the attention of our pupils, and we know that
the best device of all is to give them something to do. We must
give the children something to do, and psychology and experi¬
ence throw much light on the kind of work we had better give
them.

The work must be such that it naturally interests the children
Can you imagine any work more delightful to the ordinary child
than cutting a piece of wood P Are there not school desks,
chipped and hacked with penknives, scattered all over the land
which testify to the truth of my remark p It must be work
capable of infinite variety; monotony of work is fatal. Now, we
have great variety in Slojd — variety of wood, of tools, of manipu¬
lation, and of models.

The work must not too severely try the child’s patience. Our
first Slojd models do not take a longtime to make; the later
models, when one’s skill and one’s interest have increased, are
larger, more complicated, and take a longer time.

The work must have an increasing interest. We certainly have
this in Slojd. In the production of a single model you can
imagine how the excitement increases as the wordt grows under
our hands, and our model becomes increasingly like the model we
are copying. Again, the models are carefully graduated as
regards difficulty, so that from the first the child can complete
each model entirely by itself, and it feels steadily growing its
power over its tools, its material, and its hands. This alone
greatly increases its interest in its work.

Also every model is something useful, and Herr Salomon is of
an opinion that most, at any rate, should be articles that can be
used at home. I am sure we all realise what an additional
interest this will prove to the children, who delight so greatly in
being of use. Slojd is, in fact, just the kind of work likely to
prove to be unusually good means for cultivating the attention
of the children. I am frequently struck by the rapt, intent faces
of the children at their Slojd work ; it always makes me feel
that at last we have found the very best means for making them
attentive. I have lately read many reports issued by American
schools where manual work has been introduced. The reports

Jan. 1, 1889.]

THE EDUCATIONAL TIMES.

15

are monotonously alike, and many refer to this fact of increased
power of concentrating the attention. I need scarcely remind
you that the child who attends carefully to Slojd will attend also
to other things. It is the same mind which directs his fingers
in the one case, and his tongue or his pen in the other cases.

Secondly, Slojd cultivates the power of observation in a very
marked 'degree. Thanks to Pestalozzi and Froebel, we teachers
are beginning to realise how important it is to cultivate this
power. Observation gives us the raw material of thinking, and
the more we observe the greater are our possibilities of happi¬
ness and also our possibilities of thought. I think some Kinder¬
garten teachers do not sufficiently realise that observation is only
one of many desirable steps ; they ignore that its chief value is
giving the material for thought — thought itself is a far higher
process. It is thought which makes observation important.
Children can of course attend most easily to concrete objects.
Now, Slojd is excellent for cultivating attention : one has to attend
to so many things — first, the model you are copying; second, your
own model; third, your material; fourth, your tools ; fifth, the
directions of your teacher. It is also very easy in Slojd to test
the children whether they have been observant or not. They not
only hare to observe carefully, but they must keep on observing
to the very last moment of making the model; otherwise one
careless cut and the model is spoilt. They may perhaps get a
sum right by chance — I have known such things happen — but no
one ever got a model right by chance ; the possibilities of mistakes
are too many. I think it is only fair to confess there are dis¬
advantages as well as advantages in becoming a good critic of
carpentering — the woodwork in my room, so inaccurately and
cai’elessly put together, and very badly made doors, have caused
me a good deal of discomfort since I learnt Slojd.

Thirdly, Slojd tends to develop accuracy. Of course, every
subject we teach has this for one of its aims. It is very difficult
to make a child accurate, and to teach it Slojd is, I think, one of
the easiest ways. It is so easy to test the accuracy of the work,
and to show the children their inaccuracy. If you teach a child
to be accurate with its fingers, you are helping it to be accurate
in its thinking.

Fourthly, Slojd develops practical common sense, and this is
a good quality which I do not think we sufficiently develop in
our schools. We strengthen the minds of our pupils, we make
them acute and nimble, but we do nob teach them sufficiently
how to use their minds about practical matters. The education
of a human being is not a complete education if it does not come
out in his fingers as well as in his words and in his writings.
The good Slojd teacher has excellent means at his command to
teach practical common sense. The child has to choose an ap¬
propriate piece of wood, has to manage and contrive to avoid
knots and other difficulties ; he has to depend on himself largely,
and to use his own judgment in many wrays ; he must understand
his tools intelligently, and it is advisable to let him try and find
out how to make a model, although of course the teacher carefully
directs him finally so that he follows the right plan of manipula¬
tion. It is a rule in Slojd that the teacher shall never do any
part of the child’s model; he tells him what to do, and directs
him in the doing of it, and in extreme cases would show him a
manipulation on another piece of wood. “ Our education is too
bookish,” we are frequently told ; it is too much a matter of words
(although no doubt we are greatly improving in this respect) and
too little a matter of practical deeds. I believe it is an evil
heritage which we have received from the times of the Renais¬
sance," to imagine that we learn chiefly from books. Natural
science is teaching us how much we can learn from things, from
real objects, but the world has not yet realised how educative
actual manual work can be. We are so apt to forget that manual
work is largely also mental work.

Fifthly, Slo'jd tends to develop perseverance. To teach a child
perseverance you want to give it work which is very interesting
to it, work for which it has many strong motives, and which
possesses an increasing interest. I have already referred to the
fact that Slojd possesses these qualifications, and this has been
proved over and over again in schools where Slojd is optional.

Sixthly, Slojd develops patience.

Seventhly, Slojd develops love of work. I believe we all love
work if we only get it under the right conditions, of the right
kind, and of the right quantity. Slojd teachers have again and
again stated that Slojd tends "to make the children love all kinds
of work, and we can easily understand how it is so. There is one
class of children for which Slojd will be invaluable— I mean the
slow children, whose minds open very slowly and very late.
Frequently these minds are of a high order, and do good work,

eventually, though under existing educational conditions they
never succeed brilliantly at school. I think we cannot reach
these children through purely intellectual work, but that wo can
reach them by means of practical work. By giving them control
over their hands we help to give them control over their minds,
and if we quicken the rate of the work which they do with their
hands we shall tend to quicken also the rate at which their
minds work.

Eighthly, Slojd develops love of manual work. Division of
labour can be carried too far, and is carried too far when one
class works entirely with their hands and another class works
entirely with their heads. The division between manual workers
and head workers is far too sharp, and we have dull and stupid
manual labourers, who forget they have brains, and dreamy and
unpractical thinkers who forget they have hands. I cannot
treat this only as an educational question. I cannot speak
to a London audience without some reference to those great
social problems which are perplexing us so greatly, and for
which we educated people must find a solution, or the uneducated
will take them out of our hands, and settle the problems as we
would not have them settled. We can never see a way out of
onr many social difficulties until the gulf between classes is
bridged over, and we respect manual labourers as such, and can
enter into the lives of manual labourers. The majority of man¬
kind must always keep themselves by the work of their hands,
and no organisation of society can be stable, or in any way satis¬
factory, until society as a whole honours manual labour. There
is no doubt we do honour work more than formerly ; for example,
in ray own class, a lady is no longer regarded as eccentric if
she chooses to work without being obliged to do so; but we do
not honour mmmnZwork enough, even manual workers themselves
do not, and I doubt if we shall ever do so until we give manual
work its proper place in the curriculum of our schools, until it
is taught in our schools, not by specialists, not by carpenters, but
by our best form teachers. When University men and women
are our Slojd teachers in schools, then, and then only, will
England realise the dignity of manual work ; and then, and then
only, will all classes really respect and honour the manual
worker.

Ninthly, Slojd has an important effect in cultivating the aesthetic
faculty. I am sorry I have no time to speak further on this point.

I should have liked specially to have referred to the relation be¬
tween drawing and Slojd, and modelling and Slojd. I have no
time either to refer to the many other advantages of Slojd; but
let me impress upon you this one fact, that Slojd is littie good,
and may be positively pernicious, unless taught by an efficient
teacher. I will give you what Herr Salomon says are the four quali¬
fications for a good Slojd teacher: 1st, to be a good teacher, that
is, a good teacher of other things ; 2nd, to know the aim of the
system, that is, to know exactly what we want to do by means of
it ; 3rd, to know the means by which we can gain that aim, that
is, to understand the principles and method of the system ; 4th,
to possess a certain technical dexterity. Herr Salomon says the
three first are more important than the last, though the last is
important. The course at Naas is divided into two parts,
theoretical and practical. The theoretical lectures are the most
important.

1 feel I shall not do justice to my subject without a short
reference to the home of Slojd at Naas, where I was myself
trained under its founder. Would that I could transport you for
ten minutes from this noisy, foggy, restless London to that
peaceful and beautiful spot, where we seemed so far from all
turmoil and trouble, and where, four times a year, teachers
from all nations are received with the greatest hospitality, and
given a thorough training in Slojd for a nominal sum. By the
side of a beautiful Swedish lake, in the midst of charming sur¬
roundings, are the villas and Slojd rooms, where a medley crew
of Japanese, Russians, Americans, Italians, English, Finns, and
other nationalities are instructed in Slojd. Let me give you a
brief account of one of our happy days at Naas. Lady students
were not obliged to work before breakfast, but most of us got
up soon after six, and worked from seven to eight. There were
sevei’al Slojd rooms, comfortable in all respects, and we were
amply provided with benches, tools, wood, and excellent teachers.
The teachers in the Slojd room in which I worked could speak
English, fortunately for me. At five minutes to eight we had
simple English prayers in our Slojd room, and from 8 to 8.30 wre
breakfasted. We had meals together; eighty-five of us. The
food was plain, but good. From 8.30 to 11 we worked, and the
Director generall}7- came round to see that we had everything we
wanted. To give you some idea of the careful way in which our

16

THE EDUCATIONAL TIMES.

bodily welfare was attended to, a lady is appointed, called the
Lady Directress, to look after our creature comforts. She pre¬
sides at meals, and the English students can appeal to her in
any difficulty of board and lodging. At 11 we had a lecture from
the Director, fortunately for me in English ; lunch from 12 to

12.30, and another lecture from 12.30 to 1.30. We worked once
more till 4, and concluded our day’s work with prayer. We dined at

4.30, and enjoyed greatly our well-earned rest in the evening.
There was boating on the lake, and bathing, drives and delightful
walks for miles along the park, waterfalls and glorious sunsets
to be seen, picnics in all directions, and much singing and talk
in the salon. Tea at 7.30, and about 10 we were all scattered in
our different villas, along the edge of the lake, comfortably tired
and looking forward with pleasure to the work of the next day.
I cannot speak too highly of the admirable lectures ; they were
really an education in themselves. The teaching of the practical
part was excellent, and the kindness we received from the Swedes
made us quite forget we were in a foreign country. I have left
the best to the last. Teachers present can realise how interesting
and edifying it was for us to meet teachers from other countries
and compare notes with them ; and. indeed, to meet teachers from
our own country also, whose teaching experience had been dif¬
ferent from our own. The greatest privilege of all was to meet
Herr Salomon himself. Ilis earnest enthusiasm about teaching,
his utter self-devotion to Slojd, his high ideal of what a teacher’s
life should be, and the generous unselfishness with which he
offered his work, his time, his best thoughts to any teacher who
wanted them — these made us all feel that we learnt at Naiis
several other things besides Slojd. He taught us many lessons
unconsciously, and not the least important was this— his readi¬
ness to learn irom any one, to receive any suggestions, and his
willingness to modify the details of his work if reason could be
shown. I am very enthusiastic about Slojd, and I confess I am
very proud as a teacher to remember that the teacher who is the
founder of Slojd is worth}7 to be regarded as a hero, morally as
well as intellectually.

Remembering the happy work, the happy rest at Naas, I can
scarcely forbear smiling when I tell jou I paid for it at the rate
of Is. lid. per day for board, about Is. 5d. per week for lodging,
tuition and everything else being free. Herr Salomon naturally
finds a difficulty in deciding among the many English appli-
. cations he receives, and he has now deputed to the Committee of
the Slojd Union the task of recommending to him those whom
they consider most suitable for the advantages of Naiis.

This Union of Slojd teachers in England is at present confined
entirely to those who have been trained at Naas, and whose work
there was sufficiently good to obtain the Naiis certificate of effi¬
ciency. The objects of the Union are : —

(a) The mutual help of the members in all matters relating to
Slojd.

(b) The members pledge themselves to adhere to the educational
principles of Naiis, in order to maintain a high standard of effi¬
ciency in Slojd.

(c) The Union shall from time to time make known the
principles of Slojd by pamphlets .and in other ways.

As a member of the Union I was very glad to undertake the
task of speaking about Slojd to-night. I must not forget to
mention that there is also in England a Slojd Association, con¬
sisting of many of those interested in Slojd, and which will no
doubt do excellent work in the future.

I should have liked to have given you details of the spread of
Slojd on the Continent, but I have no time. I can only say
generally that it is spreading fast, either Swedish Slojd,*or some
modification of Swedish Slojd. Manual work is also being taught
largely in America, and even in the training colleges for teachers
in far-off Japan. Unless we English bestir ourselves, we shall
be hopelessly behind in this matter. We ore beginning among
the higher schools for girls. Naas-trained teachers are teaching
Slojd at the largest higher school for girls in London — I refer
to the North London Collegiate School ; in our oldest public
school lor girls — 1 refer to the Ladies’ College, Cheltenham ; and
in that excellent school in Scotland, St. Leonards, at St. Andrews.
It is also taught in a lew other schools. 1 know it has been
taught for some time at Miss Lord’s Froebel School, Notting
Hill, and at the Ladies’ College, Sydenham. This is what we
women teachers are doing. I think in this, as in some other
educational movements, we are in advance of the men. Perhaps
this is only fair, as they have been in advance of us in a good
many things.

Now, what shall we do in England about Slojd? First of all,
let English teachers look into the matter, and examine it ; and,

[Jan. 1, 1889.

if it is true that it is a missing factor in general education, the
sooner we adopt it the better. But how shall we adopt it ? Let a
few thoroughly well-educated teachers, who are successful
teachers in other things, get thoroughly trained in Slojd, and
understand the theory of the subject, and then let them teach
the future teachers of England. I hope our learned Chairman
will agree with me that our Japanese friends have begun in the
right place when they decided to teach manual work in the
training colleges. That is the most satisfactory place to begin
all educational reforms, not only in our elemenlary education, but
also in our higher education. When we started a training college
for higher teachers in Cambridge, unkind friends predicted that
we should spend our days in dreaming of philosophy, and that a
practical course of training in a University town was not to bo
expected. We do not ignore philosophy, but we have included
Slojd in our course, and my students spend one afternoon per
week, or part of one morning, in the eminently practical work of
Slojd carpentering.

Let me take one model, and show you in detail how it is made.
I will take this paper-knife, and it may surprise you to know that
in order to make this paper-knife the child has to go through
twelve different kinds of manipulation, and use seven different
tools. I will give you the series — 1st, sawing off the necessary
piece of wood ; 2nd, long sawing, that is, sawing a piece of wood
into a convenient oblong shape ; 3rd, planing the flat surface ;
4th, planing the edge ; 5th, making the second side exactly at
right angles with the first, using a square for the purpose ; 6tli,
gauging to the right width with a gauge ; 7th, sawing a curved
line; 8th, cutting with the knife to the exact shape a concave
cut; 9tli, a convex cut; 10th, a plane surface cut; 11th, filing;
12th, scraping. Now, many of these manipulations are familiar
to the child, but in each model some are new. In this model the
child, for the first time, cuts abroad surface cut, saws a curved
line, and uses the scraper ; so he not only has the variety of
making a new object, but also the variety of using two new tools
— a new kind of saw and a scraper — and also uses his knife as he
has not used it before. At the end of his careful work, the pupil
rejoices in its outward sign, this paper-knife; but the teacher
rejoices to think of increased powers of observation, attention,
and patience, and increased love of work. I hope that this de¬
tailed account of one model will help you to understand the
system a little better.

Now, let me attempt, before I sit down, to answer some of the
objections brought against Slojd. Some say, Manual work is
good, but why this particular kind of manual work ? My answer
is this, As soon as I find abetter I will adopt it, but this is infinitely
superior to any other I have heard about. If we teach manual
work at all it is far better to teach a carefully thought-out
system.

Others say, We want an English system of manual work, not a
Swedish system. But all good systems agree in general principles,
and Slojd is really universal in this respect. With all due
humility, I venture to say that I am no bad judge of the matter.
1 have had unusual advantages, theoretical and practical — so much
the greater is my responsibility ; it is my special duty to study the
theory of education, and, on the other hand, Herr Salomon con¬
siders I understand the theory and spirit of his system. My
view certainly is that we should adopt the Slojd system in
England, accepting its principles and being faithful to them, and
carefully modifying some of its details to suit English conditions.
I once asked Herr Salomon if it was desirable to make in England
a Swedish model of no use to an English child ; and he said,
“ If you do so you will be going against one of the funda¬
mental principles of Slojd, which is, that every object made shall
be useful.” On the other hand, I frankly acknowledge a teacher
requires a very thorough knowledge of the theory of Slojd, and
will have to expend much care and thought before she can find
suitable corresponding English models, because the Swedish
models are the result of so much thought and care and experi¬
ence. This is one reason why I hope some of our best English
teachers, and some of our great English educationalists, will take
up this question of Slojd — some of those who are leai'ned in the
science of child-nature, and who have wide experience of the
needs of English life, and of the conditions of English school life.

Another objection is, that the children will hurt themselves.
There is absolutely no fear of this ; I have armed a class of school
children with Swedish knives, and we have not had even a scratch.

I insist on silence, and I insist also on the knife being used
properly. It is only the bad workman, badly taught, who injures
himself. It may surprise you to know that we grown up people
are far moi’e likely to damage ourselves than the children, There

Jan. 1, 1889.] THE EDUCATIONAL TIMES. 17

is absolutely no fear on this head ; hut the teacher must he well
trained, and the class should not he larger than from twelve to
fifteen pupils.

Perhaps the most fundamental objection of all is the one I hear
most frequently — “We have no time for Slojd.” I think this is
the most irrational objection of all. We want to gain a certain
end in education, the development of the children under our
care ; perhaps Slojd is a better means for that end than some of
the means we use at present. If so, we must give up some of our
present means. The end is always the same, but the means may
vary with our increasing knowledge and experience.

Then there is the question of expense. If a poor country like
Sweden can afford Slojd, we can. If England will only see the
importance of Slojd, money will come in. Want of money is
never the real difficulty when any good cause appears to languish
for lack of it, but want of interest. England’s rich citizens give,
and give generously, when they care about a thing. I am often
hampered in my own work for want of money, but the bitterest
part of all is to know that it is a sign that people do not realise
the importance of that work; if they did I should soon have
plenty of money pouring in to try all my schemes, and so it will
be with Slojd. If we can but interest England in the matter,
the money will come in, and it is we teachers who can best judge
of the educative value of Slojd, and it is we who must preach it
to England.

I should have liked to have drawn your attention to the
economic value of Slojd, and its connection with technical educa¬
tion; but I find it impossible to touch on this subject. I have,
however, brought some pamphlets on the subject, which I will
gladly distribute among the teachers present.

I am afraid I have sadly tried your patience, but I take it there
is not a teacher present who is not willing to have her patience
tried, if only she can get new thoughts for her work, or her old
thoughts re-vivified, If I have succeeded in doing this, I am
richly rewarded for coming here to-night.

I have been speaking of the system and method of Slojd, and
strongly recommending that you should thoughtfully study them ;
but Herr Salomon never gives undue importance to system and
method. He says, “ To give the most admirable method to a bad
teacher would be like placing a good sword in the hands of an
inexperienced fighter. Indisputably, the weightiest element
where educational instruction is concerned, be it in Slojd or in
another department, is the teacher. System and method are, in
themselves, only empty forces; to the teacher it is reserved to
breathe into them the life-giving spirit.” Let me add an earnest
wish that, if the educational world of England adopts the
Swedish system and method of Slojd, it may be carried out in the
same spirit of humility and self-devotion, of earnestness and self-
forgetfulness, which is so strikingly exemplified in its founder.

On. the invitation of the Chairman questions were addressed to the
lecturer by several of those present as to what subjects of the ordinary
school curriculum she would recommend to be set aside in order to afford
time for the new subject of instruction, — as to the possibility of beginning
the teaching of Slojd at an earlier age than that recommended in the
lecture, — as to the case of schools where the pupils were required to leave
at a comparatively early age, — as to the existing facilities for obtaining
instruction in the system in institutions in London, — and finally, as to the
possibility of combining the working out of the proposed plan with the
necessity of preparing pupils for examinations.

The lecturer suggested that, in the first place, the teaching of English
grammar might be postponed to a later period, to make room for the Sliijd
teaching, and that something might very well be curtailed from the time
given to the study of history and geography, and even of foreign lan¬
guages, where more than one foreign language was now taught. She also
mentioned one or two establishments in London where Slojd was now
taught, and whore instruction could be obtained as to the working of the
s}rstem. She admitted that the system of examinations in its present
development was a hindrance to modification of the school curriculum,
such as might he necessary for the carrying out of the methods recom¬
mended in the lecture ; but she considered that the teachers’ j udgment
as to what was requii-ed for the physical and intellectual development of
their pupils should not bo fettered by any such yoke as that which the
examinations sought to impose upon them.

The Chairman said that he was sure they would all unite in offering
their best thanks to bliss Hughes for her well-reasoned and most suggestive
paper, and especially for the interesting record of her personal experience
at Naiis. Tho paper well illustrated one aspect of a very large and im¬
portant subject. There was a prevalent and increasing conviction among
teachers that our systems of education had hitherto been in the main too
verbal and bookish ; and that a useful corrective for this fault was to be
found in exercises specially designed to encourage better training of the
bodily senses and to promote manual dexterity. The particular form of

such exercise described to-night was that of working in wood ; and it had
been clearly shown by the lecturer that such work, when performed under
intelligent supervision, like that of Herr Salomon, was well calculated to
serve as training in accuracy, in neatness, in perseverance, in tho love of
the beautiful, and in aptitude for work. At the same time it should be
remembered that other forms of manual employment — e.g., writing,
drawing, designing, needlework, and cookery — were all fitted in then-
several degrees to exercise the same set of faculties and to furnish the
same sort of training. He did not think it had been shown that working
in wood possessed a higher value as an element in general education than
manual exercises of other kinds. There were special reasons, no doubt,
which accounted for the popularity and success of this particular form of
employment in Sweden. In that country people led simpler lives, and
thex-e was far less variety of industrial occupation than in our own. Wood
was far more abundant, and there was not the same objection as there
would he here to the waste of a large amount of material by boys in
trying experiments. Moreover, carpentering and joinering were, relatively
to the needs and circumstances of the Swedish people, far more important
than in this country. It was well known that a very large new industry
had recently been developed in Scandinavia, by which ready-made doors,
window-sashes, and other fittings were prepared by the Swedish and Nor¬
wegian carpenters, and sent over here in considerable quantities for use
by builders in erecting houses. These wore reasons which did not
diminish the value of the Slojd exercises, but which seemed to account for
the special prominence given to working in wood in that system. It ap¬
peared that, in the opinion of its advocates, tools suited for manipulation
in such a material could not properly be put into the hand of a scholar
under the age of eleven ; hut those who wished to see manual training
duly recognised as a constituent part of a complete system of general edu¬
cation, desired to introduce exercises in general handiness and physical
power earlier than this. What was wanted was a regular series of gra¬
duated exercises from the Kindergarten upwards, and from the age of
seven to eleven. The simple manual employment devised by Froebel fur¬
nished fitting occupation for the eye and for the fingers, in the form of
plaiting, brick-building, and the making of patterns. In Belgium and in
America, tho cutting-out of paper patterns, and modelling in some plastic
material were found to be among the most useful exercises, for the in¬
terval between seven and the age of eleven, at which the proper use of tools
for carving and for the making of simple models in wood might commence.
But he held it to he essential that teachers should not regard this kind
of hand-work as a substitute for intellectual exertion, but as a supplement
and a help to it. After all, the first business of a school was the training
of the intelligence, and it would be a great mistake to depose this one
purpose and put it in the second place. Manual work, whether in paper,
in clay, or in wood, if duly accompanied with measurement, with
careful drawing to scale, and with training to a sense of proportion
and beauty, would become a most valuable educational instrument. But
manual work introduced into schools as a separate subject of instruction,
and not duly co-ordinated with mental exercise, would yield only dis¬
appointing results. Ho was particularly struck with the importance
attached by Miss Hughes and the Swedish teachers to the due co-ordina¬
tion of other teaching with the Slojd work. It was not by turning the
scholars over to the hands of artisans, but by keeping all the educational
work of a school in the hands and under the supervision of a skilled
teacher, that manual exercises could assume in due proportion their
rightful place in the educational system of the future.

On the proposal of the Chairman a hearty vote of thanks to Miss Hughes
for her lecture was carried by acclamation, and the proceedings terminated.

MEETING OF THE COUNCIL OF THE COLLEGE OF
PRECEPTORS.

A Meeting of the Council was held on Saturday the 15th Hit. Present
—Dr. Worm ell, Vice-President, in the Chair ; Miss Bailey, Mr. Brown,
Miss Buss, Mr. Eve, Rev. Dr. Hiron, Sir Philip Magnus, Mr. Maxwell,
Mr. Pinches, Rev. W. J. Saveli, Mr. Southee, and Mr. Storr.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the Christmas Pupils Examination had
taken place on The 4th to 7th of December at 259 Local Centres and
Schools in all parts of the country. The total number of candidates for
whom fees were paid was 9,600.

Dr. James Sully was appointed to deliver a Course of Twelve Lectures
on Psychology in relation to Education, to commence on the 14th
of February, 1889.

The Report of the Education Committee was adopted.

The Report of the Finance Committee was adopted.

The Draft Report of the Council to the General Meeting was considered,
and referred to the President, Vice-Presidents, and Dean for final revision.

The Rev. A. Conder, M.A., LL.D., Middleton School, Bognor, was
elected a member of the Council.

The following persons were elected members of the College : —

Mr. W. Dishart, 25 Mill Street, Crewe.

Mr. C. C. Hall, Redenhall School, Harleston.

Mr. A. Hargreaves, 52 Lugard Road, Peckham, S.E.

Mr. P. A. Mellerio, 79 Plimsoll Road, Finsbury Paik, N.

Mr. A. W. Oke, B.A. Camb., 8 Essex Grove, Upper Norwood.

Mr. G. Reed, London Road, Southend.

18

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

Mr. G. Armitage Smith, M.A. Lond., 26 Regent’s Park Road, N.W.

Miss E. M. Spencer, 13 Mornington Place, Regent’s Park, N.W.

Mr. A. H. Thatcher, 13 Bicester Road, Aylesbury.

Mr. P. H. Trachy, The Norman School, Mistley, Mannington.

Rev. H. Wace, D.D., King’s College, London, W.C.

The following hooks have been presented to the library since the last
Meeting of the Council :—

By the Author.— Sir Philip Magnus’ “ Industrial Education.

Blackie.— Century Infant Reader; Century Primers, I. and II.; Century
Readers, I., II. and III. ; Everett’s Natural Philosophy ; Hassell’s Play in Work
and Work in Play ” ; Layns’s Euclid I. — IV.; also (separately) Book IV.: Shake¬
speare’s “ Hamlet ” and “ King Lear” ; Poynter’s Drawing Books, I., II., III. & IV.

Longmans.— Airy’s “English Restoration and Louis XIV.” (Epochs of Modern
History) ; Bell’s “Petit Theatre des Enfants”; Grieve’s Elementary Mechanics.

Macmillans.— Jebb’s “Attic Orators; Loewy’s Questions in Experimental
Physics ; Lupton’s Latin Lyric Verse Composition ; Straclian & Wilkins “ Analecta.”

Rice.— “ Journal of Education ” for 12 months, ending December 1888.

THE HEAD MASTERS’ CONFERENCE.

The Head Masters’ Conference was held at Winchester on
December the 20th and 21st, under the presidency of the Rev.
Dr. Fearon. Dr. Fearon opened the proceedings on Thursday
afternoon by welcoming the members of the Conference to
Winchester, and thanking them for attending in such large
numbers.

The Rev. G. C. Bell moved and Dr. E. A. Abbott seconded,
“That the Head Masters’ Conference desires to thank Dr. Ken¬
nedy for the pains he has taken in revising the ‘Latin Primer.’”

Mr. Bell nest moved and Mr. J. E. C. Welldon seconded, —
“That the Conference recommends the ‘Revised Primer’ and
the ‘ Shorter Latin Primer ’ for adoption in such schools as attach
importance to uniformity in the elementary teaching of Latin.”
On this there was some discussion, but the resolution was
carried by 26 votes to 3.

Dr. E. W arre moved, and Mr. Wickham seconded, the motion, —
“ That, in the opinion of the Conference, the time has arrived
when it is desirable that a Royal Commission should be appointed
to inquire into the scope and methods of public competitive
examinations as affecting boys in schools higher than elemen¬
tary.”

Mr. Moss moved, and Dr. Abbott seconded, “ the previous
question,” and Mr. Phillpotts moved as an amendment, — “ That
it be an instruction to the committee to inquire into the scope
and methods of public competitive examinations as affecting boys
in schools higher than elementary.”

After a long discussion, on the votes being taken, the previous
question was lost, 16 votes being given for, and 22 against it.
Mr. Phillpotts’ amendment was carried by 23 votes against 9.
It then appeared that some members had only voted for Mr.
Pliillpotts’s amendment to keep Dr. Warre’s out, and they would
not vote for it as a substantive resolution.

After further discussion, Mr. Phillpotts’ resolution was
modified as follows: — “That the committee be instructed to
make inquiries among head masters and other persons versed in
educational matters as to the scope, methods, and results of
public competitive examinations as affecting boys in schools
higher than elementary.”

Mr. Phillpotts’ amendment, on being put as a substantive
motion, was carried by 19 votes against 10.

Mr. Welldon next moved: “That the present system of
entrance scholarships in public schools is productive of very
serious evil.” Mr. H. Millington seconded. The discussion
was a protracted one, the following amendment, moved by
Dr. Percival, and seconded by Mr. Marshall, being eventually
carried: — “ That while the present system of entrance scholar¬
ships in public schools is acknowledged to have conferred much
educational benefit, it has also been productive of serious evils,
and that the committee be instructed to formulate a scheme for
the award of such scholarships, to be considered by the Conference
at its next meeting.”

On the resumption of business on the second day, Mr. Wick¬
ham moved:— “That the committee be instructed to call the
attention of the authorities in the University of Oxford to the
grave difficulties caused in schools by some of the present
arrangements for Responsions.” Mr. Marshall seconded the
resolution, which was carried unanimously.

Mr. Bell moved: — “That the committee be instructed to com¬
municate with the authorities of colleges in Cambridge in refer¬
ence to the times and arrangements of scholarship examination.”
Mr. Moss seconding the resolution, it passed unanimously.

Dr. Percival moved : — “That in the opinion of the Conference,
the interests of higher education would be advanced if the Uni¬

versities would now require some knowledge of a modern lan¬
guage, and of elementary natural science in connexion with
Responsions or the Previous examination.” Mr. Marshall
seconded the motion.

Mr. Wickham thought the resolution would be carried with
more general assent, and would have a more practical result, if
“ or” were substituted for “ and ” between “ language ” and “ of
elementary natural science.” Mr. A. R. Yardy seconded. The
amendment was put and carried by 27 votes against 7, but, on
being put as a substantive motion by means of voting papers, it
was thrown out by 19 votes against 17.

Mr. Welldon next moved, “ That it is desirable to take steps
for fixing the holidays of all the public schools in the spring as
nearly as possible at the same time, without regard to Easter.”
Mr. Robertson (Haileybury) seconded the resolution. Con¬
siderable discussion ensued, some of the headmasters thinking
it preferable to have the boys under religious influence at school
at Easter, and others thinking it would be more advantageous
for the boys to be at home at that time. Ultimately the following
resolution was carried nem. con.; — “ That it is desirable that the
spring holidays of all public schools should begin in either the
first or second week of April as the Headmasters’ Committee
may from time to time determine.”

Dr. Percival then moved, “ That the demand for greater atten¬
tion to be paid in school education to the requirements of prac¬
tical life is best met, so far as the first-grade schools are con¬
cerned, by providing that pupils in the upper forms shall be
allowed a certain choice of studies, with the view of concentrating
their attention primarily on those branches of liberal or scientific
study which may bear most directly on the work for which they
are preparing.” Mr. Phillpotts seconded the motion. Mr. Bell
objected, and moved the following amendment, “ That, in the
interest of liberal education, this Conference enters its protest
against any system which prematurely confines the studies of
boys to a narrow range of subjects, but that it recognises the
wisdom of allowing boys in the upper forms, at or about the age
of sixteen or seventeen, a certain choice of studies suited to their
special purpose.” Dr. Abbott seconded the amendment, which
was ultimately carried.

The following resolution, moved by Dr. Percival and seconded
by Mr. Wickham, was also agreed to, “ That, further, the Con¬
ference desires to put on record its opinion that the true solution
of the problem of higher technical and commercial education is
to be found in continued study of a specific kind on the part of
those who have left school, and that employers may reasonably
be called upon to make some provision for such study, and to
give to those employed by them a certain amount of leisure to
be used in such study.”

Yotes of thanks to Dr. Fearon and the assistant-masters of
Winchester College were carried, and the proceedings then
closed.

UNIVERSITY AND COLLEGE INTELLIGENCE.

University of London.

November and December have been prolific in Examinations. There
have been firstly twelve sets of Honours Examinations for the B.A. and
B.Sc. Candidates who were successful at the Pass. The most interesting
of them this year is the new Examination for Honours in English, just
held for the first time. No less than 24 candidates have been successful
thereat, three in the first class, twelve in the second, and nine in the
third. The prize of £15 goes to Mr. T. W. Phillips, of University
College, Cardiff ; and both the second candidate (a iady), and the third
are marked worthy of the prize. It appears to us, however, that this
examination (by means of two three-hour papers) hardly gives sufficient
scope for testing, while the prize is scarcely an adequate encouragement to
acquire, the degree and quality of English scholarship to be expected for
a degree honours. Considering that there is an examination by four
three-hour papers at the Intermediate Examination, with an attached
Exhibition of £60, one would like to see a similar examination at the
B.A. Honours, with an attached scholarship of £100. If any money
difficulty were apprehended, it might easily be obviated by reducing the
classical scholarship, the mathematical scholarship (which nearly always
goes to a Cambridge man), and the scholarship in Logic and Philosophy
(which of late years seems never to have gone to anybody) from £150 to
£100, which is the value of the other scholarships in Arts and Science
awardable hy the University ; this change would in fact give the Uni¬
versity £65 a year to dispose of for the encouragement of learning in
other directions.

The Scholarship in Mathematics this year goes to Mr. W. E. Brunyate,
of Trinity College, Cambridge, who obtained the mathematical exhibi¬
tion at the Intermediate Examination in 1886. The Scholarship in

Jan. 1, 1889.] THE EDUCATIONAL TIMES. 19

Classics is -won by Mr. J. Y. Evans, of University College, Aberystwith,
who similarly obtained the exhibition in Latin at the Intermediate of
1887. In German, the first candidate, Mr. F. J. Curtis, a private
student, is too old to receive the prize, which is passed on to the second
candidate, MissM. S. Young, of University College, Bangor, who likewise
obtained the prize at the Intermediate of last year. Thus three pieces of
emolument, out of the four awarded, go to students from the three Welsh
colleges. There is no first class candidate in French ; while in Mental
and Moral Science there is neither a first class nor a second class candi¬
date, and in the third class there are but three. The condition of the
lists in this subject of late years offers a puzzling problem ; the University
Calendar shows that in 1863, when the number of B.A. candidates was
perhaps one-fourth of the present number, no less than 23 candidates
obtained honours in this subject, of whom nine were in the first class,
and eight in the second.

Of the Science Scholarships, that in Chemistry is awarded to Mr. C. F.
Baker, of University College, London, and that in Zoology to Mr. F. E.
Weiss, of the same College. The gentleman recommended for the Scholar¬
ship in Physics (Mr. R. W. Stewart, of Aberystwith and Owens Colleges)
is too old to receive it.

We may mention, in passing, that Scholarships in Arts and Science
cannot be held by candidates over 23 years of' age; the corresponding
limit of age for exhibitions at the Intermediate Examinations is 22 years.
In the faculties of Medicine and Laws, however, no limitations of age
are imposed.

At the First Scriptural Examination two candidates have passed, both
in the first class, and each obtains a prize of five pounds’ worth of books.

The M.B. Honours lists show a large number of successes, and a
scholarship and two gold medals are awarded, both in Medicine and in
Forensic Medicine ; but in Obstetrics only a medal is awarded. A feature
in the Medicine list is the number of double or treble distinctions ; six
gentlemen hold the B.Sc. degree, one is D.Sc., and two are both B.A.
and B.Sc.

There are forty-one names in the M.D. pass list. Mr. G. E. Rennie,
of Univei’sity College, carries off the large gold medal, and three other
gentlemen have reached the standard of merit qualifying for the medal.
In this list, too, a marked feature is the number of double or treble
distinctions ; thirteen of the doctors are also Bachelors of Surgery (B.S.),
one is B.Sc., one is B.S. and B.Sc., and one is B.A. and B.Sc. ; the
medallist is B.A. of the University of Sydney. Among the doctors marked
B.S. we note with pleasure the name of Mrs. Scharlieb, who distinguished
herself so much in 1882, when she took the M.B. Examination in
November, and at the Honours Examinations carried off the scholarship
and medal in Obstetrics, obtained a first class iu Forensic Medicine, and
a second class in Medicine ; while, in the following month, she took the
B.S. Examination, and was first in the second class at the Honours in
Surgery.

At the M.S. (Master in Surgery) Examination three candidates have
passed, and the large gold medal is awarded to Mr. L. A. Dunn, of Guy’s
Hospital. The medal has been awarded only three times previously since
this examination was re-modelled, more than twenty years ago.

At the B.S. Examination nineteen candidates have passed ; eight of
these have subsequently obtained honours ; and the scholarship and two
medals have been awarded to the highest candidates.

A candidate has passed the Examination in Public Health (or Sanitary
Science). It is said that the Senate propose to abolish this examination,
and to substitute for it a branch of the M.D. Examination dealing with
State Medicine.

One candidate (the only one, we are informed, who presented himself)
has passed the Examination in the Art, Theory, and History of Teaching,
— an examination open to all the faculties, and specially instituted for the
benefit (as was supposed) of graduate teachers, who may now probably
be numbered by the thousand.

In the case of these outlying examinations it is clear that the results
are ridiculously disproportioned to the expectations of the University in
instituting them, and, one might add, to the clamour raised in some
quarters for their institution. If there is no serious demand for them,
then, as it seems to us, the large sums of money which must be spent in
examining and perhaps rejecting a single candidate, or even as many as
two, might be much more advantageously employed.

Lastly come the examinations in Music. It is said that fourteen candi¬
dates presented themselves for the Intermediate Examination ; two have
obtained the degree of B.Mus ; one appeared at the Intermediate D.Mus.
Examination ; but, up to the time of our going to press, no report on the
Intermediate Examinations had appeared. It is also rumoured that there
has been a candidate for the full doctorship ; but, as that final exami¬
nation involves the public performance of a musical composition (by the
candidate) of a high order, and as this performance requires two or three
months for preparation, we shall not see any pass-list just yet.

Oxford.

The Examiners to the Craven Fellowship have reported to the Vice-
Chancellor that they have elected to the Craven Fellowship Mr. H. A.
Tubbs, B.A., of Pembroke College.

It is now aut horitatively stated that the Rev. T. Fowler, President of
Corpus Christi, has resigned what will henceforth be called the Wykeham
Professorship of Logic.

Mr. W. Hatchett Jackson, of New College, has been appointed, for one
year, deputy Professor of Anatomy.

Mr. C. D. E. Fortnumlias presented a valuable collection of antiquities
and works of art to the University. Mr. B. L. A. du Pontet, of Trinity
College, has been elected Hertford (University) Scholar.

The Taylorian Scholarship and Exhibition for Spanish, have been
awarded to Mr. H. B. Clarke, of Wadham, and Mr. J. G. Wardrop,
of BaRiol.

Cambridge.

The Provost of King’s, Dr. Okes, died at the Lodge on Sunday
morning, November 25th, at the age of over ninety. His strength had
completely failed, and for several days before his death he was hardly
conscious. He was the son of a Cambridge surgeon, and was keenly
interested in the prosperity of the town, as well as in that of his college,
though he never took much active interest in University affairs. For
nearly thirty years a master at Eton, he returned to Cambrige in 1850,
and under his presidency great changes have taken place at King’s. The
society relinquished the privilege which entitled its members to the B.A.
degree without examination in the Senate House ; and they have been
rewarded by obtaining a very long list of high distinctions in open
competition. Formerly a college of old Etonians, it is now open to men
from any school who are reading for Honours. Its character is much
changed, and the numbers have greatly increased. During the period of
tho late Provost’s connection with the college the buildings were much
enlarged ; and it is probable that in the immediate future additional
accommodation will be provided on a garden which Dr. Okes was
unwilling to relinquish, but which will not be at the disposal of his
successor.

The Carus Greek Testament Prize for Bachelors has been awarded to
A. M. Knight, B.A., Pembroke College, and that for undergraduates to
F. Robinson, of Christ’s College.

The University Library has recently received two valuable donations :
Dr. Venn’s unique Library of logical books comprising more than 1,000
volumes, and the oriental books and MSS. of the late Dr. George Percy
Badger. Mr. W. Gardiner, of Clare College, has been appointed
University Lecturer in Botany ; and Dr. Hill, Master of Downing
College, University Lecturer in advanced Human Anatomy.

Other Universities, Colleges, and Schools.

Mr. G. C. S. Bland, M.A., late House Master at Ipswich School, has
been appointed Head-master of the Devon County School. Miss Nichol¬
son, of Somerville Hall, Oxford, has been appointed Head-mistress of
Reigate High School. The Rev. H. L. Thompson, M.A., Rector of Iron
Acton, Gloucestershire, has been appointed Warden of Radley College,
in succession to Mr. Wilson, who has been appointed Warden of Keble.

The Rev. A. P. Dawson, of the Wyggeston Schools, Leicester, has
been elected Head-master of Kitworth Grammar School.

The Rev. Alfred C. Fox, Head-master of the Tideswell Grammar
School, Derby, has been appointed Head-master of the Reigate Grammar
School.

EDUCATIONAL NOTES AND SUMMARY.

The Bill for the Better Prevention of Cruelty to Children, _ on
which we commented in our last number, has not been the subject
of discussion in the past session of Parliament, and, before it is
again brought forward, there will be ample time for its promoters
to profit by the criticism which it has called forth in the public
press and elsewhere. Should the bill be re-introduced in the
next session, it is probable that some of its more objectionable
features, especially those embodied in the first clause, will be
removed; for it is obvious that the abuses sought to be redressed
by it cannot be intended to extend to cases of school discipline,
which would, nevertheless, be included within the four corners
of the Act if the wording of its clauses were not largely modified.
The Council of the College of Preceptors have had the matter
under consideration, and will not fail to take such action as may
seem to them best adapted to secure the necessary alterations in
this loosely-drawn bill.

Speaking lately at Sidcup, Sir William Hart-Dyke said that,
although changes in the existing educational system might be
made, there was no intention of upsetting the compromise
embodied in Mr. Forster's Act of 1870. If the question of
religious teaching had to be fought over again much mischief
might result, and certainly he should be against bringing the
country into such strife.

The Rev. J. R. Diggle has been elected Chairman of the
School Board for London by 30 votes against 22, a larger
majority than at the election three years ago. Sir Richard
Temple has been replaced by Dr. Gladstone as Vice-Chairman.

The Treasurer of the Manchester Art Museum, says the Globe,
explains in one of the local newspapers a scheme which his

20

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

committee has in view for the furtherance of art-teaching and
art-culture in the local elementary schools. The committee
desires to do, so far as Manchester and Salford are concerned,
what is being done, to a cei’tain extent, for different parts of the
country by the Art in Schools Association. It wishes to lend to
each school a collection of paintings, engravings, pottery, plaster
casts, wall papers, and other artistic products, to be changed
every six months, each article being accompanied by a note
explanatory of its nature and intention. In addition to this,
it would require that the school managers should allow the
children to pay regular visits to the Art Museum itself, there
to have the various exhibits described to them. These visits
alone would be of great educational value to the young people,
but it is obvious that still more useful to them would be such
collections of art-work as the Committee propose to locate in
the schools themselves. By this latter means the children
would be enabled practically to live in an artistic atmosphere
highly favourable to the infusion and growth of a feeling for
the beautiful. The notes supplied by the Committee, and
supplemented by the competent supervisors it proposes to
furnish, would be of service, in the first place, in making the
pupils acquainted with the different forms of art and their various
modes and purposes. But even more effective would the collec¬
tions and the explanations be in cultivating the taste of the
children — in accustoming them to graceful surroundings, and
thus creating in them a love and desire for such environment.
That love and desire once infused into them, it would give a tone
to their characters and to their lives, and have incalculable
results for good. It would be a potent civiliser, being in that
respect a much more vigorous agent than mere book-learning.

In a recent article on the Greek language, Professor Blackie
observes : “ I undertake to prove that by learning Greek in the
natural and true way as a living language, by a direct appeal to
the ear and response by the tongue, thinking and speaking in
Greek from the very first lesson, a greater familiarity with that
noble language will be acquired in five months than is done now
by the assiduous labour of as many years. Nature is always
right; schoolmasters and scholars are sometimes wrong.”

“ ‘ To produce character : that is the end of teaching.’ This is
easily said,” observes the New York School Journal, “ but how
difficult to realise ! A young teacher at an institute, after
hearing the first sentence in this article pronounced by the
conductor, asked with surprise, ‘And is character to be aimed at
in teaching geography, for example ? ’ Is it not, then, a common
idea that character is the result of reading the Scriptures, or of
some moral lesson? In other words, is it not a common idea
that character has relation to lying, thieving, slandering, &c. ?
The questioner evidently looked at character from a low stand¬
point. What is character? The word is so often used by all
classes of people that the teacher forgets it is an educational
term, and must have a technical meaning. As the educator uses
it, it means a fixed purpose, graven into the mind, charactered
into the warp and woof of the soul, to live in accordance with the
truth of things. And to impress character there must be an
earnest and honest search after truth. And so all searching
after truth tends to form character. There are higher and lower
truths; there are different purposes that impel the search, so
the character takes shape and colour accordingly. But all
earnest and honest search after truth is fruitful in effects ; and
so the teacher must aim to awaken this desire to know the truth.
And so the answer to the question proposed must be, that all
children at school who are earnestly and honestly seeking after
truth are laying the foundation of character. And so the great
question the teacher must ask himself is, How can I arouse an
earnest seeking after truth ? ”

_ The Manchester Geographical Society have had under con¬
sideration the question of the foundation of commercial museums,
and the Council of the Society hope, during next year, to bring
some practical proposition before their members. For some time
past they have made a special feature of visiting public museums,
libraries, and other similar institutions, so as to ascertain the
whereabouts of all collections of objects or of books bearing upon
geographical research.

On the afternoon of Saturday, December 1st, a very large
meeting, convened by the Council of the Teachers’ Guild of
Great Britain and Ireland, was held at the Hall of the Society
of Arts, Adelphi, to consider and discuss the Organisation
of Secondary Education. There were considerably over 200

teachers present, and Sir Philip Magnus was in the chair.
The object of this meeting, as of others held, or to be held, by
the fourteen local branches of the Guild — was to elicit and
discuss the opinions of teachers, rather than to set forth any
formal propaganda. The meeting, however, seemed completely
unanimous on two main points, viz., that it is desirable that an
educational council should be called into existence, iuto whose
hands the organisation, oversight, and direction of secondary
education should be placed ; and that on this council teachers
themselves should be adequately represented. When all the
meetings have been held, and the answers received to the
questions now being circulated by the Guild, it is the intention
of the council of the Guild to lay the opinions expressed before
the proper authorities. In his opening address, Sir Philip
Magnus very clearly set forth the chief points to be considered.
No one, he said, would advocate that secondary education should
be placed on the same basis as elementary education ; but that
was no reason why it should have no organisation at all. At
present there was no body existing which was responsible for the
secondary education of the country, and there was no depart¬
ment which wTas cognisant of the secondary schools, or of the
character of the education which they provided. He insisted that
it was necessary that some kind of machinery should be brought
into existence for several specified objects, including — (1) provi¬
sion of a sufficient number of efficient secondary schools duly
related to one another, and to the elementary schools beneath
them, and to the universities above them ; (2) the adaptation of
the instruction given in these schools to the wants and require¬
ments of different towns and districts ; (3) the registration of
teachers employed in these schools ; (4) the utilisation of the
present enormous secondary scholarship fund to provide free
places in these schools, and to enable pupils from the elementary
schools to receive a good secondary education, and, in certain
cases, higher technical or university education ; (5) the regula¬
tion and inspection of all schools in receipt of funds derived from
public sources, and the recognition of all private schools that
submit to such inspection ; (6) the annual publication of reports
showing the number and distribution of schools, the curriculum
of studies, the qualifications of the teachers, the character of the
teaching appliances, and the general sanitary condition of the
schools.

There remains little to be said that is original on the subject
of education ; still, old things may be made to look new and fresh
by a speaker who has got the gift of putting wise saws neatly
and effectively. Mr. Phelps, the American Minister, did this
admirably in his address at the distribution of prizes to the
scholars at the United Westminster Schools, on the 21st ult.
Speaking our language and considering the old masterpieces of
English literature as much their inheritance as ours, the philo¬
sophers and poets of America have struck out less ' that is
original in philosophy and poetry than the conditions of life
in a new world would, under other circumstances, have led us to
expect. As one of their writers has said, “ We still read the old
English wisdom, and harp on the ancient strings.” And so an
American of culture says very much the same things when
addressing an audience on education that an Englishman would
say — with, perhaps, this difference, that a very featurely sort of
humour often runs through the speech of the former. That sort
of humour which surprises by stating truisms as if they were
novelties — or superficialities as if they were profundities — is
peculiarly American. Artemus Ward’s sage remark pointing to
a hill, “ The highest point of this mountain is the top,” is an
example of what we mean. Not unlike this is Mr. Phelps’
advice to the boys, prefaced as it was with the remark that “he
was nob going to give them any good advice. That was rather a
cheap article, and, like many cheap articles, it was apt to be
disappointing. When he was a boy he had good advice enough
to float a ship, but he did not know that it did him much good.
He used to wonder, before he was old enough to know better,
why the gentlemen that were so generous with it did not keep
some for their own use, and why they did not pitch in and do
some of these good things they seemed to think he ought to
attempt. He used to wonder whether anybody would ever come
along to give him some bad advice, — to tell him to enjoy life in
a quiet honest way as well as he could, and not to overstrain
himself in the effort to be a greater man than Divine Providence
ever intended he should be.” Again, how consoling to the
average boy is the following : “ It was fortunate that the world
had but very few great men ; he did not know whether it had all
it needed ; perhaps it had all it could stand, for, like the blossoms

Jan. 1, 1889.]

THE EDUCATIONAL TIMES.

21

of the century plant, they did not appear oftener than once in a
hundred years. If there were any such boys that started out
with the idea that they were remarkably clever, they would be
likely to find as they gob along that other people did not agree
with them. But those who were destined to meet with any great
success were the boys who were not conscious of their own
remarkable deserts or importance, but would find it out from
other people as they went along in life. Mr. Phelps, though
following in office so popular a minister as Mr. Russell Lowell,
has won golden opinions from all Englishmen, and we greatly
regret to hear from himself that he is about to quit our shores
not to return.

The Datchelor Training College, Camberwell, has just added
a new department to its work. The Head Mistress of the school
has from the first taken much interest in the training of young
teachers, and now the Cambridge Teaching Syndicate has been
asked to recognise the School as an authorised Training College,
and to examine its students annually for the Cambridge Teaching
Certificate. The Syndicate appointed an examiner to visit the
School, and on his report has accorded to the School the desired
formal recognition.

It is writh deep regret that we hear of the death of Professor
Paley, which occurred at Bournemouth. Frederick Apthorp
Paley was born at Easingwold, near York, in the year 1816, the
eldest son of the late Rev. Edmund Paley, and grandson of the
famous Dr. Paley, author of “ The Evidences of Christianity.”
He was educated at Shrewsbury, over which school, at that time,
Dr. Samuel Butler presided, who was afterwards Bishop of Lich¬
field, and is remembered now chiefly for his atlases of ancient and
modern geography. From Shrewsbury, Paley proceeded to St.
John’s College, Cambridge, where he took his degree in 1838. It
is singular that the name of a man who, in after years, became
one of the very first of classical scholars should not be found in
the Tripos of his year. This may perhaps be accounted for by
the circumstance which in those days kept many a good scholar
from his place in the Classical Tripos — namely, the necessity of
taking mathematical honours first. For eight years after taking
his degree he resided at Cambridge. In 1846 he joined the
Roman Catholic Church and left Cambridge, whither he did not
return until 1860, at which date the disabilities, under which
dissentients from the doctrines of the English Church had till
then laboured, were partially removed. For fourteen years he
remained at the University, where he was known as one of the
most successful and careful classical tutors. In 1874 he accepted the
appointment of Professor of Classical Literature in the Catholic
University College at Kensington, which post he held till
recently. At different periods of his life Professor Paley pro¬
duced a very great quantity of work for the Press, chiefly in
editing Greek and Latin authors. Good as are all his notes, they
are surpassed in perspicacity by his prefaces, which, indeed, are
of almost unique value. He was devoted to other pursuits
besides classical learning. He wrote many papers on archaeology
and botany, and was one of the original members of the Camden
Society at Cambridge. In 1883 the University of Aberdeen
conferred upon him the honorary degree of LL.D.

We are glad to see that an influential Committee has been
formed for the purpose of appealing to the public for a sum of
£200,000 to provide for the erection of four technical and recre¬
ative institutes in the four metropolitan boroughs north of the
Thames (Finsbury, Hackney, Islington, and St. Pancras). If this
sum be secured, the Charity Commissioners, it is hoped, will, as in
the case of South London, be prepared to appropriate a sum of
£200,000 from the City Parochial Charities fund to provide an
endowment for the proposed institutes. The assistance of the
City Companies — especially of those owning property in the
boroughs — will, we doubt not, be forthcoming ; but the wealthy
residents must be prepared liberally to aid the movement if the
sum necessary to secure £200,000 from the City Parochial
Charities fund is to be raised before the expiration of the powers
of the Charity Commissioners next year. The Chairman of the
Executive Committee may be communicated with at 20 Finsbury
Pavement, E.C., or payment may be made to the account of the
North London Technical Institutes at the Bank of England.

A “ Crammer” writes to the St. James’s Gazette: — I have just
been spending a profitable and not unpleasant half-hour in
reading the list of names (in the current number of the Nine¬
teenth Century) of those eminent authorities who have lately
been signing my death-warrant. The chief thing that struck me,
in my perusal thereof, was the jealous care that had been ex¬

ercised in the selection of signatures. It is doubtless right that
the reader should seai’ch in vain for the name of any single
schoolmaster of any eminence, for nobody wants their opinion
on matters connected with teaching ; but it is a pity that, though
we know we are condemned by Mr. (and Mrs.) Cuninghame
Graham, Mr. Wilfrid Blunt, and Mr. T. P. O’Connor, we should
be left in uncertainty as to whether Citizen Burns and Sir
Charles Warren are against us or not. Then, too, it looks like
unkindness on the part of Mr. Churton Collins to let Mr.
Edmund Gosse’s name appear in print unaccompanied by his
own. We know that we are found wanting at the hands of the
ex-cliairmau of the Failsworth (ominous name !) Local Board and
of a former Lord Mayor of London ; but why, O why, is the name
of no member of the Metropolitan Board of Works to be found?
It must be a matter of rejoicing to all who have the cause of real
education at heart to know that “ a late member of the firm of
H. S. King and Son,” Mrs. Mary Jeuue, and the editor of Good
Words do not approve of examinations ; but why not also have
gladdened their hearts by assuring them that a present member
of the firm of Messrs. Snooks and Juggins, Mrs. Ponsonby de
Tomkins, and the editor of the Infants' Friend are of the same
opinion ? It will be a blow to many to seek in vain for the
honoured signature of Professor Baldwin.

CORRESPONDENCE.

THE MYSTERIES OF EXAMINATIONS.

The following letters appeared in the Daily Telegraph, of
December the 13th and 14<fh : —

Sir, — Will you do me the favour of inserting a few lines respect¬
ing the recent College of Preceptors’ Examination in your widely-
read paper ?

I should like to ask your readers if they think it right to ask
pupils questions in English history which cannot be answered
from any ordinaiy history. The following questions were put in
the First Class College of Preceptors’ Examination held last
week : —

“ What is meant by the following : The Statute of Provisors, the Dic¬
tum de Kenilworth, Justices in Eyre, the Assize of Clarendon, Present¬
ment of Englishry ? ”

“ What do you know of the Mad Parliament, the Good Parliament, the
Wonderful Parliament, the Parliament of Bats, the Unlearned Parliament,
the Model Parliament ? ’ ’

“ What do you know of the Kentish Petition, the Aylesbury Case, the
Mohocks, ‘Mrs.Morley,’ Sorrel, the Kit-Cat Club, the Sacheverell Clause,
the ‘ Flying Squadron,’ the ‘ Tackers ? ’ ”

One of the Recent History Candidates.

Sir, — May I say a few words in reply to a letter in your columns
to-day on the First Class History paper in the recent College of
Preceptors Examination, and, if it be not presumptuous to do so,
to your leading article on the subject. I would submit —

1. That it is scarely fair to judge an examination paper by two
or three selected questions, as you judge wheat by a sample,
especially as it may be presumed that the questions chosen were
those least acceptable to your correspondent.

2. That a paper intended partly as a competitive, and partly as
a pass test, may reasonably be expected to contain questions of
very different degrees of difficulty, provided always that it is
possible for a fairly prepared candidate to obtain pass marks, and
for a well prepared candidate to obtain the marks required for
distinction. It is scarely expected in any examination that any
paper should be quite “floored.”

3. That the incriminated questions are by no means so open
to criticism as might at first sight be imagined, and in particular
that they are calculated to elicit thoughtful, rather than “ mne¬
monic,” answers.

The paper under discussion consists of a general section and of
alternative groups of questions on limited periods. The general
section consists of four questions, two of which are quoted by
your correspondent. The two which he did not quote are as
follow : —

‘ ‘ Give an account of the Dutch wars during the Commonwealth
and the reign of Charles II.; or, of the wars in India between 1740 and
1790;”

“Explain, in your own words, what you understand by the South
Sea Scheme ; or, hy the Armed Neutrality ; ”

both surely unexceptionable questions. As to the questions so
severely criticised, the first, containing historical terms like the
Statute of Provisors and Presentment of Englishry, seems to me

22

THE EDUCATIONAL TIMES.

to deal exclusively with points of great importance. That on the
Parliaments (in quoting which, by the way, your correspondent
omits the “ Little Parliament ”) would no doubt be out of place
in a paper intended simply for pass candidates ; and were an exa¬
mination made up largely of such questions, it would deserve
severe criticism. But, surely, in revising English History with
pupils who have been through it several times before — and this
is the case with First Class candidates — it is natural for a teacher
to run through it on various lines, one of which would be Parlia¬
mentary History. In such a review, the nicknames given to
several Parliaments, though trivial in themselves, are often con¬
venient and suggestive.

I now pass to the question taken from the paper on a selected
period. The question is one of five on a period of only twenty-six
years (1688 — 1714), which is, of course, expected to be known in
some detail. Of the nine items of which it consists — none of them,
I think, particularly abstruse to any one who has recently read
the period — only five are to be answered, a detail of some im¬
portance which your coi'respondent passes over. Moreover, the
form of the question : “ What do you know about . . . seems to
me to invite intelligent answers — an explanation, for example, of
the constitutional privilege of which the teachers awaited them¬
selves, and not a mere effort of memory.

The remaining questions of the section contain much that even
a moderately prepared candidate could not fail to answer.

I am sorry to have troubled you with so long a letter. May I
add, in conclusion, that a good many years’ experience both in
setting History papers myself and in revising those set by others,
has convinced me of the extreme difficulty of the task. History
is too often taught from inferior text-books by men whose know¬
ledge does not go beyond their text-book ; and it is quite possible
for an examiner, who feels strongly the evil of such a system, to
go to an opposite extreme. From long intercourse with the exa¬
miners of the College of Preceptors, I am convinced that they
are alive to both dangers. — I remain, Sir, your obedient servant,

H. W. Eve,

Dean of the College of Preceptors.

LONDON MATRICULATION MECHANICS.

To the Editor of the Educational Times.

Dear Sib,, — Allow me to call attention to a serious evil in con¬
nection with the Matriculation Examination of the University of
London, viz., the uncertainty of the character of the paper on
Mechanics. One set of examiners spring dynes and ergs on the
astonished candidate, then repent and settle down to good,
though, at first, puzzling questions on the first principles of the
subject. Their successors ignore these efforts, and, at one jump,
go back to the style of twenty years ago. The climax was, I hope,
reached last June, when an attempt was made to gauge the read¬
ing of the candidates by two questions with riders on Dynamics ;
two, ivithout riders, on Statics ; and four, each with a rider, on
Hydrostatics. Now it may be assumed that teachers and candi¬
dates would either divide their preparation equally between the
three subjects, or would give the greater part of their time to
Dynamics and Statics. The paper must, therefore, have disap¬
pointed many. Candidates who would have done well in a search¬
ing all-round paper were fearful of their pass in this ; on the
other hand, many who could not have stood a good test were able
to pass by answering a few questions of a cram character. The
latter fact is soon manifested in the Intermediate Science classes,
when matriculated candidates at once show that they know next
to nothing about the rudimentary ideas of Dynamics — such as the
nature of an acceleration, the theoretical unit of force, the quanti¬
tative meaning of the Third Law of Motion, and, of course, the
relation between the measures of work and energy— all unrepre¬
sented in the June paper.

Again, candidates are allowed to pass in Statics either on
merely stating the rule for the distances of the centre of gravity
of a system of particles from two axes — without in the least ap¬
preciating the definition of that point, or on solving a problem
about upsetting a table, which necessitated taking moments about
a line not in the plane of the principal points, unless, forsooth,
the legs of the table were to be taken as examination legs whose
length might be neglected (it would be interesting to know how
many candidates saw this point). Candidates who did the table
question by the light of nature break down when asked a simpler
question, such as “ to state accurately the resultant of two given
unlike parallel forces.”

I ask teachers to unite with me in endeavouring to upset this
sham-sample style of paper, and to obtain a real test of continuous

[Jan. 1, 18R9.

work, such as is supplied in the other subjects of examination.

I think a good model would be found in the papers of the Science
and Art Department ; but I venture to suggest the following
Ran : (1) that there should be an unvarying number of questions,
say five, on each branch of the paper ; (2) that one of each kind
should carry an asterisk implying that it is meant specially for
the Honours candidates ; (3) that no candidate should attempt
more than ten questions ; (4) that a pass be not allowed for
answers in only one branch ; (5) that, with the exception of those
marked with an asterisk, the questions should be mainly of an
arithmetical character — so that the attention may not be dis¬
tracted from the physical concepts. — I am, dear Sir, yours &c.

University College, Aberystwyth, R. W. Genese.

17 th December, 1888.

SLOYD.

To the Editor of the Educational Times.

Sib, — I should like to join with you in bearing testimony to
“ what Miss Chapman and Miss Nystrom are ably, zealously, and
indefatigably doing to acclimatise Sloyd in England,” and to say
a word or two on the three advantages ascribed by Miss Chapman
in your issue this month to Sloyd study in England over that in
Sweden.

Last Christmas I was a pupil of Miss Chapman and Miss
Nystrom’s for four weeks, and last summer I was at Naas for
four weeks with an old friend. My friend is the nimbler man with
his fingers, but he had not worked at Sloyd before. At Naas he
got through his models more rapidly than I ; and, if I further
mention that out of a possible 5 he obtained on an average 31,
whilst I obtained 4i, it is only for the purpose of gladly acknow¬
ledging that the difference, and something more than the
difference, was due to the care and skill of Miss Chapman and
Miss Nystrom’s instruction.

And now for Miss Chapman’s three advantages. (1) Miss
Chapman very properly says that people understand better what
they learn when it is conveyed through the medium of their own
language. But the instruction at Naas is given in English. Let
me quote the words of a Naas student which appeared in print
on Sept. 28th last : — “The language need be no difficulty. The
lectures were, for the first time this summer, delivered in English
as well as in Swedish and German. The Sloyd teachers them¬
selves know some English, and are eager to learn more. The
English, too, help one another; those who are going through
their second course pass their experience on to the beginners.”
What sort of English Director Salomon speaks may be seen from
his “ Farewell Address to the Students ” on Sept. 4th last, which
may be procured from Miss Ward, Girls’ High School, Ipswich.

(2) I may be an unobservant man, but it seems to me that the
Swedish tools are much the same as the English. The chief dif¬
ference is that, in Sweden, as on the Continent generally, the
frame saw is used instead of the hand saw. And for school
purposes the frame saw is better, as necessitating a better
hygienic posture. Most of those, too, who go to Naas, learn for the
first time that tools and benches can be procured there at such a
cheap rate that makers in England are beginning to cry out that
Herr Abrahamson is selling under cost price. Promoters of
Recreative Evening Classes, who are often hindered by scarcity
of funds, will not fail to note this.

(3) The objects made in England must, of course, be things
used in English, and not in Swedish, households. I myself
worked through the first eighteen models of the Higher Boys’
School series at Naas, and there is not one of them that is not
just as useful in England as in Sweden ; and, to the best of my
remembrance, the same may be said of all the remaining members
of the series.

In a lecture delivered at Brighton two years ago, which ap¬
pears in full both in the Journal of Education for Feb., 1887,
and in Lord Meath’s Prosperity and Pauperism , Miss Chapman
dwells upon the loveliness of the scenery at Naas ; the enthu¬
siasm of the Director, and his determination to make students of
every nation seize his ideas ; upon the interesting, fruitful, and
varied discussions on educational questions which the Director
does his utmost to promote ; upon the simplicity and refinement of
student-life there ; upon its cost, so absurdly small, and gives the
clearest directions for the journey. But all these matters, occu¬
pying 100 lines in the original lecture, are silently dropped in
Miss Chapman’s pamphlet reprint. I am sure all her best friends
(the Sloyd Association Committee, for instance) will join with
me in urging her to restore the gem of her paper to its former
and rightful place. J. S. Thobntoip

Manchester,

Jan. 1, 1889-1 THE EDUCATIONAL TIMES. 23

BLACKIE AND SON’S EDUCATIONAL LIST.

Realistic Elementary Geography. Taught by Picture and
Plan. Embracing Direction, the Elements of Maps, Definitions, &c. The
Pictorial Examples are derived chiefly from the Geographical Features of
England. By W. G. Baker, M.A. Cloth, Is. 9d. 1 Just published.

Practical Trench Grammar. For the Use of Schools. With
Exercises and Vocabulary. By C. O. Sonntag. Cloth, 2s. [Just published.

“ Practical, well-arranged, and thoroughly reliable. It seems to us just the
thing for elementary school work." — Schoolmaster.

Dr. Burns’ Praxis Primaria. Progressive Exercises in
Writing Latin, with Notes on Syntax, Idiomatic Differences, and Latin
Style. Eighth Edition. Cloth, 2s. Key, 3s. del.

“Amongst the many similar works this ought to take a high place.” —
Educational Times.

Compendious English Grammar. With Exercises. For
Schools and Pupil Teachers. Cloth, Is. 6d.

“A clear, simple, sensible elementary grammar, adapted for the use of the
higher forms.” — Journal of Education.

The English Language and Literature; An Outline for
Schools, Pupil Teachers, and Students. By David Campbell. Cloth,
limp, 6d. ; cloth boards, 9d.

“ For a beginner this is a capital little book ."—Teachers' Aid.

Stories and Essays. A Series of Exercises in English Composi¬
tion. Cloth, Is. [Just published.

“ This is a useful sequel to the ‘ Handbook of Composition Exercises ’ already
noticed. The stories are all striking and sufficiently varied, and are classified
with a view to correct in succession the common errors of beginners in com-

osition.” — Educational Times.

Handbook of English Composition Exercises. Comprising
Short Stories, Subjects and Hints for Essays, Rules and Models for Letters,
&c. Cloth, Is.

“ This book is a decided boon ; and teachers will find that while lightening
their work it improves the results.” — Educational Neivs.

What and How : A Guide to Successful Oral Teaching. By
Joseph Hassell, A.K.C. (Lond.) Cloth, is.

“The whole of this little volume is practical and useful, and will be found of
real service in the every day work of school.” — School Guardian.

Common Things and Elementary Science, in the form of
Object Lessons. By Joseph Hassell, A.K.C. (Lond,). Seventh Edition.
Cloth 3s. 6d.

“ A most complete handbook of object lessons." — Practical Teacher.

A Practical Arithmetic on an entirely New Method. By

Jonx Jackson. Second Edition. Cloth, 4s.

“ Compiled on new lines, at once clear and exhaustive, Mr. Jackson’s work is,
best of all, eminently practical.”— Educa ti on a l Times.

A Synopsis of English History; or, Historical Note-Book.
For the use of Pupil Teachers, Students, &e. Compiled by Herbert
Wills. Cloth, 2s.

“ An excellent abstract of the memory work of history. We can recommend
it with the greatest confidence.” — Schoolmaster.

History of the British Empire. By Edgar Sanderson, M.A.
late Scholar of Clare College, Cambridge. With Illustrations, Genealogical
Tables, Maps, and Plans. Cloth, 2s. Gd.

“ A thoroughly good book, well designed, and faithfully executed.” — School¬
master.

Outlines of the World’s History, Ancient, Mediaeval, and
Modern. By Edgar Sanderson, M.A. With numerous Illustrations and
Eight Coloured Maps. Cloth, 6s. Gd.

“ Surpasses for clearness and fulues; any summary we have elsewhere seen.”
— Athenceum.

An Epitome of History, Ancient, Mediaeval, and Modern. For
Students and General Reference. By Carl Ploetz. Translated, with
extensive additions, by H. Tillinghast. Cloth, 7s. 6d.

“ In the excellence of its arrangement, as well as the fulness and general
accuracy of its details, the work is almost unique.” — Times.

Baynham’s Elocution. — Select Readings and Recitations, with
Rules and Exercises on Pronunciation, Gesture, Tone, and Emphasis. By
Geo. W. Baynham, Teacher of Elocution in the Glasgow University, &c.
Cloth, 2s. 6d.

“ As a guide to correct pronunciation, and to the adornments and graces of
expression, this volume is marked by qualities of more than ordinary value.” —
Daily Telegraph.

A Concise Dictionary of the English Language ; Literary
Scientific, Etymological, and Pronouncing. Based on the New Edition of
Ogilvie’s Imperial Dictionary. By Charles Annandale, M.A., LL.D.
Cloth, 10s. 6d. ; half morocco, 15s.

The ‘ Concise Dictionary ’ stands first — and by along interval — among all the
one-volume English Dictionaries hitherto published.” — The Academy.

The Student’s English Dictionary, Etymological, Pronouncing,
and Explanatory. By John Ogilvie, LL.D. Illustrated by 300 Engravings.
Imperial lGmo, Roxburgh, 7s. Gd. ; half calf, 10s. Gd.

“ This is the best Etymological Dictionary we have yet seen at all within
moderate compass.”— Spectator.

Dr. Ogilvie’s Smaller English Dictionary. Abridged by the
Author from the “ Student’s Dictionary.” Imperial 161110, cloth, red edges,
2s. Gd. ; Roxburgh, 3s. Gd.

“We know no Dictionary so suited for school use as this.” — British
Quarterly Review.

TEXT-BOOKS OF SCIENCE AND MATHEMATICS.

Outlines of Natural Philosophy : a Text-Book of Elementary
Physics. By Professor J. D. Everett, D.C.L. Enlarged Edition. Con¬
taining copious Notes on the Syllabus of “Elementary Physics” as set
forth in the Directory of the Science and Art Department recently issued.
Peap. 8vo, cloth, 4s. [Just published.

This edition contains everything necessary for classes in the new “ Alter¬
native for the Eirst or Elementary Stage of Subjects VIII. and IX.”

“ A book of great merit ; it possesses all the systematic arrangement and
lucidity of the author’s former publications.” — Athenceum.

An Elementary Text-Book of Inorganic Chemistry. By

Professor A. Humboldt Sexton. Suited for Subjects X. and X. p. Fcap.
8vo. [Immediately.

Earth Knowledge : a Text-Book of Physiography. By ~W. J.
Harrison and H. R. Wakeeield. Part I., Elementary, Is. Gd. ;
Part II., Advanced, 2s.

“ Carefully compiled, and the grouping of facts and the general arrangement
will cause the volume to take a very useful place.” — Schoolmaster.

Elementary Text-Book of Dynamics and Hydrostatics. By

R. H. Pinkerton, B.A. (Oxon.) Fcap. 8vo, cloth, 3s. 6d.

“ The fundamental units are thoroughly well explained, and, which is saying
a great deal, they are used consistently throughout. In fact, from a mathe¬
matical point of view, the book leaves nothing to be desired.”— Nature.

An Elementary Text-Book of Physiology. By J. M'Gregor-
Robertson, M.A., M.B. Fcap. 8vo, cloth, 4s.

“ A good system of arrangement and clear expressive exposition distinguish
this book. The definitions of terms are remarkably lucid and exact, a matter of
the highest importance in a work of this kind. The woodcuts and explanatory
diagrams are numerous and good.” — Saturday Review.

Deschanel’s Natural Philosophy. Translated and Edited by
Professor J. D. Everett, D.C.L., F.R.S. Ninth Edition, Revised through¬
out. Medium Svo, cloth, 18s. ; also in Parts, limp cloth, 4s. Gd. each.

Part I. — Mechanics, Hydrostatics, &c. I Part III. — Electricity and Magnetism.
Part II.— Heat. [ Part IV.— Sound and Light.

“ Systematically arranged, clearly written, and admirably illustrated, it forms
a model work for a class in experimental physics.” — Saturday Revieiv.

Elementary Text-Book of Physics. By Professor Everett.
Fourth Edition, Revised. Feap. Svo, cloth, 3s. Gd.

“ An unexceptionable work, both in the matter and in the manner of its teach¬
ing.” — Journal of Science.

Euclid’s Elements of Geometry. With Notes, Examples, and
Exercises. Arranged by A. E. Layng, M.A. Crown Svo. Books I. to
IV., complete in one volume, 2s. Gd. [Just published.

Book I., Is. Book II., 6d. Book III., Is. Book IV., Gd.

“ Carefully and skilfully prepared . . . will become a favourite with many
teachers.” — Saturday Review.

“ We commend the work to those who are preparing candidates for the Civil
Service.” — Civil Service Gazette.

Blackie’s Elementary Algebra. From Notation to Easy
Quadratic Equations. Cloth, Is. Gd. With Answers. 2s.

“A very good book indeed ; the examples are numerous, and the explanations
clear.” — Schoolmaster.

Algebraic Factors. How to Find them and how to Use them.
Enlarged Edition, to which is added Factors in the Examination Room.
By Dr. W. T. Knight. Feap. 8vo, cloth, 2s. [Just published.

“ This book will prove invaluable to young students. School Guardian.

Elementary Text-Book of Trigonometry. By R. H. Pinker¬
ton, B.A. (Oxon.). Fcap. 8vo, cloth, Is. 6d.

“ An excellent text-book. The exposition and demonstration of principles are
remarkable for clearness and fulness. A valuable feature of the book is the
abundance of practical examples.” — Athenceum.

Algebra, up to and including Progressions and Scales of

Notation. By J. G. Kerr, M.A. Fcap. Svo, cloth, 2s. Gd.

“A well-arranged, clear, and useful little hook.” — Athenceum.

Mathematical Wrinkles for Matriculation and other Exams.
Consisting of Six Sets of London Matriculation Papers in Mathematics,
with full Solutions. By Dr. W. T. Knight. Fcap. Svo, cloth, 2s. 6d.

“ The work is thoroughly done, and the result is a book likely to be very
serviceable to students.” — Academy.

*j/* Blackie Sf Son’s Full Catalogue of Educational Books post-free on application.

London ; BLACKIE AND SON, 49 and 50 Old Bailey,

24

THE EDUCATIONAL TIMES. [Jan. 1, 1889.

MESSRS. BELL’S NEW BOOKS.

PUBLISHED BY BLACKIE & SON.

The Dramas Of Sophocles. Rendered into English 'Verse,
Dramatic and Lyric. By Sir Geokge Young, Bart., formerly Fellow of Trinity
College, Cambridge. 1 Vol., 8vo. 12s. 6d. [Just published.

Faciliora. An Elementary Latin Book on a New Principle. By the
Rev. J. L. Seager, M.A., Trinity College, Cambridge. 2s. 6d.

Easy Translations of Nepos, Caesar, Cicero, Livy, &e.,

for Retranslation into Latin. By T. Collins, M.A. Crown 8vo, 2s.

A Key or Companion to Wrigley’s Collection of Ex¬
amples and Problems in Pure and Mixed Mathematics. Being
Illustrations of Mathematical Processes and Methods of Solution. By Rev. A.
Wrigley, M.A., F.R.A.S., &c., of St. John’s College, Cambridge. Second Edi¬
tion. Demy 8vo, 12s. 6d.

Mathematical Examples: Pure and Mixed. By J. M.

Dyer, M.A., Senior Mathematical Scholar at Oxford, Assistant Master, Eton
College ; and R. Proxvde Smith, M.A., Assistant Master at Cheltenham Col¬
lege. 6s.

Elementary Physics, Examples and Examination Papers

in. Statics, Dynamics, Hydrostatics, Heat, Light, Chemistry, Electricity,
London Matriculation, Cambridge B. A., Edinburgh , Glasgow, South Kensington,
Cambridge Junior and Senior Papers, and Answers. By W. Gallatly, M.A.,
Assistant Examiner, London University.

Euclid: A Key to the Exercises in Deighton’s Edition. By Horace
Deighton, Principal of Harrison College, Barbadoes. 5s.

Book-keeping, Examination Papers in. Set at the Civil

Service, Society of Arts, and other Examinations, with Preliminary Exercises.
Collected and Written by J. T. Medhurst, A.K.C., F.S.S., Fellow ofthe Society
of Accountants and Auditors, Lecturer in the City of London College. Crown
Svo, 3s.

MODERN FRENCH AUTHORS .

Edited, with Introduction and Notes, by James Boielle, Senior French
Master at Dulwich College.

For Beginners.

La Belle Nivernaise. Histoire d’un vieux bateau et cle son
equipage. By Alphonse Daudet. With 6 Illustrations. 2s. 6d,

For Advanced Students.

Bug Jargal. By Victor Hugo. 3s. [ Ready .

Others to follow.

MODERN GERMAN AUTHORS.

With Notes, &c., by Professor Lange, Dr. H. Hager, Dr. A. A. Macdonell,
and F. Storr, B.A. Small crown 8vo.

First Series, for Beginners. Edited with Grammatical Introduction, Notes, and

Vocabulary.

Hey’sFaheln fur Kinder. Edited by Prof. F. Lance, Ph.D. ls.6d.

Second Series, for Intermediate Students. Edited with Biographical Introduc¬
tion, Notes, and Vocabulary.

Benedix’s Dr. Wespe. Edited by F. Lange, Ph.D. 2s. 6d.

Third Series, for Advanced Students. Edited with Critical Introduction and

Notes.

Hoffman’s Meister Martin, der Kiifner. By Prof. F. Lange,
Ph.D. Is. 6d.

Heyse’s Hans Lange. By A. A. Macdonell, M.A. , Ph.D. 2s,

Auerbach’s Auf Wache, and Roquette’s Der Gefrorene

Kuss. By A. A. Macdonell, M.A. 2s.

Moser’s Der Bibliothekar. By Prof. F. Lange, Ph.D. 2s.
Eber’s Eine Frage. By F. Storr, B.A. 2s.

Freytag’s Die Journalisten. By Prof. F. Lange, Ph.D. 2s. 6d.
Gutzkow’s Zopf und Schwert. By Prof. F. Lange, Ph.D. 2s.
German Epic Tales. Edited by Karl Newhaus, Ph.D. 2s. 6d.

Poynter’s South Kensington

Drawing Books.

Produced under the direct superintendence of E. J. Poynter, R.A., and sanc¬
tioned by the Committee of Council on Education. With Instructions and Dia¬
grams attached to the Examples, in order to simplify the work of both Teacher
and Pupil. Each Book contains fine Cartridge Paper for drawing on.

Freehand for Children . 4 Books, 4d. each ; or cloth, 2s. 6d.

Freehand, Elementary Design . 2 Books, 4d. each ; or cloth, 2s. Od.

Freehand, First Grade, Ornament ... 6 Books, 4d. each ; or cloth, 3s. Od.

Freehand, First Grade, Plants . 6 Books, 4d. each; or cloth, 3s. Od,

Freehand, Second Grade . 4 Books, Is. each ; or cloth, 5s. Od.

The Designs are published also on Cards.

“ The choice of subjects is admirable ; there is not an ugly drawing in the
book.”— Pall Mall Gazette.

ADVANCED SEIUES.

Elementary Human Figure . 4 Books, 6d. each; or cl., 3s. Od.

Advanced Human Figure . 3 Books, 2s, each ; or cl., 8s. 6d,

Figures from the Cartoons of Raphael 4 Books, 2s. each ; or cl,, 10s. 6d,

Elementary' Perspective Drawing ... 4 Books, Is. each ; or cl„ 5s, Od,

“ These are magnificent publications, and must prove valuable helps to the
teacher of drawing,”— Saturday Review.

Poynter’s Drawing Books

for the Standards.

A Series of New Designs, with Selections from “ Dyce’s Drawing Book.” Pro¬
duced under the direction of E. J. Poynter, lt.A-, and approved by the
Science and Art Department, In 8 Books at 2d. each, and 20 Books at 3d. each.

The Designs are published also on Cards.

“Poynter’s ‘Drawing for the Standards’ is excellent, and has no rivals,”—
Jour nal of Education.

Vere Foster’s Drawing Books.

Approved by the Science and Art Department.

WITH INSTRUCTIONS AND PAPER FOR DRAWING ON.

In Fifty Numbers, price 2d. each.

A 1—2. Elementary.

B 1 — 2. Simple Objects.

C 1 — 2. Domestic Objects.
D 1 — 2. Leaves.

E 1—2. Plants.

G 1—2. Flowers.

I 1—4. Ornament.
J 1—4. Trees.

K 1—4. Landscape.
M 1—4. Marine.

O 1—10. Animals.

Q 1 — 4. Human Figure.
R 1 — 3. Geometry.

T 1 — 4. Mechanical.

Z. Blank Exercise Book,

Vere Foster’s Drawing Cards.

Approved by the Science and Art Department.

First Grade. Set I.— Familiar Objects. 24 Cards. Price Is.

First Grade. Set II. — Leaf Form. 24 Cards. Price Is.

First Grade, Set III. — Elementary Ornament. 24 Cards. Price Is.
Second Grade. Ornament. By F. E. Hulme. 18 large Cards. Price 2s,
Advanced Series. Animals. By Harrison Weir. 24 Cards. Price Is. 6d.

Vere Foster’s Copy Books.

These books have been designed by Mr. Vere Foster to carry out the prin¬
ciple of clear and legible handwriting, and to afford a simple, rapid, and elegant
style of writing for general correspondence. The writing is continuous, each
word being written from end to end without lifting the pen. By means of this
system a legible, elegant, and rapid style of handwriting is certain to be formed.

The Original Series. In 18 Numbers, at 2d. each.

The Bold Writing Series. In 17 Numbers, at 2d. each.

The Palmerston Series. In 11 Numbers, at 3d. each.

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helpful to the scholar.” — Standard.

Vere Foster’s National Competition
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London: GEORGE BELL & SONS, York Street, Covent Garden ; . _

WHITTAKER & CO, Paternoster Square ; Cambridge : DEIGHTON. London : BLACKIE & SON, 49 & 50 Old Bailey,

Jan. 1, 1889.]

THE EDUCATIONAL TIMES.

25

^University Correspondence Colleoe.

The next Classes commence —

For B.A. on Feb. 16, 1889.

(Or students may work up to earlier sections of their classes
during the Vacation.)

Inter. Arts, on Feb. 9, 1889.

Matrie., Jan. 5, 1889.

TUTORS.

A. J. Wyatt, Esq., M.A. Lond., First of his year in Branch

IV. (English and French), Teachers’ Diploma, Early
English Text Society’s Prizeman.

B. J. Hayes, Esq., B.A. Lond., First in First-Class Honours

in Classics both at Inter, and Final ; Editor of Homer’s
Iliad VI.; Author of Matrie. Latin; a Translation of
Xenophon’s Oeconomicus, Jointly of Inter. Greeh.

S. Bideal, Esq., D.Sc., Chemistry, Gold Medallist ; Assistant
Lecturer, University College, London ; and Assistant
Examiner to the Science and Art Department.

W. F. Masom, Esq., B.A. Lond., First-Class Honours (Classics)
at B.A., Double Honours (French and English) at Inter.
Arts, Second in Honours at Matrie., University Exhibi¬
tioner ; Editor of Homer’s Odyssey, XVII., and Milton’s
Sonnets • Author of A Translation of The Epistles of
Horace ; A Synopsis of Homan and Grecian History.

J. W. Evans, Esq., B.Sc., LL.B. (Lond.), First in First Class
Honours.

L. J. Lhuissier, Esq., B.A. Lond., First at both the Tnter. and
Final Exam. ; B.-es-Sc. Paris ; also of Stuttgart and
Strasburg.

G. H. Bryan, Esq., B.A., Fifth Wrangler, First Class, First

Division in Part II., Scholar of St. Peter’s College, Cam¬
bridge, Fellow of the Camb. Phil. Soc.

C. V. Burton, Esq., B.Sc. Lond., First Class Honours.

H. J. Maidment, Esq., B.A. Oxon. and Lond., First Class
Honours. Author of A Translation of Vergil’s Aeneid.

F. Byland, Esq., M.A., Second in First Class Honours (Mental

and Moral Science, &c.); Examiner for the Moral Science
Tripos, Cambridge ; Author of a Manual of Psychology
and Ethics for Lond. E.A. and B.Sc., &c.

J. Welton, Esq., M.A., First of his year in Mental and Moral
Science, bracketed equal as First of the B.A.’s at Degree
Exam., Honours in French at B.A. and English at Inter.

C. H. Draper, Esq., D.Sc., B.A., Teachers’ Diploma.

C. G. Lamb, B.Sc., Honours in Physics both at Inter, and Final ;
Neil Arnott Medallist ; Exhibitioner at Matriculation.

A. H. Walker, Esq., D.Mus. (Lond., one of two only), 10th in
Honours at Matriculation, and Classical Honours, Cam¬
bridge.

G. W. Hill, Esq., B.Sc. (Hons.), M.B. (Hons.).

W. H. Thomas, Esq., B.Sc., First in First Class Honours in
Chemistry.

With twelve others, for whose degrees see page 5 of Prospectus.

Full particulars from

THE SECRET ARY, Uniy. Corr, Cpll., Cambridge.

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THE EDUCATIONAL TIMES.

LONDON , JANUARY 1, 1889.

The tilt against the “fashionable fancy for examinations ”
seems to have spent itself in the first attack, and the discus¬
sion has not been materially advanced during the past month.
The public appears to be recovering from the scare which
was at first caused by the formidable array of great names
which were marshalled for the general assault ; and, if we
may judge from their eagerness to add explanations, we
shall be right in surmising that some of the “protesters”
are half ashamed of the part they have played.

The after-fruits of the commotion are, however, appearing,
and one of these is not without some amusing features. It
might, perhaps, have been expected that some of Mr. Harrison’s
“trained examinees who have learned to play ten examina¬
tion games blindfold,” would have retorted, and would have
proved, as many of the “ much-examined” — judges, statesmen,
educationists, and others— might easily prove, how base
and baseless a calumny it is to say that “ they have lived
their mental lives before they are five-and-twenty ; that the
victory of life has seemed to them gained, and knowledge
exhausted, almost before the threshold of either has been
passed.”

Although the prize-winners have not been drawn out, it
seems that the unsuccessful examinees of all kinds are
aroused, and are on the alert to catch examiners tripping at
every opportunity. This is the amusing outcome of the
great crusade, and we are inclined to commend the new
critics. Examiners have been too prone to ridicule merci¬
lessly the absurdities which are written for them, and now
that the hue-and-cry against examinations has been raised,
the tables are turned, and it is the examiners who are in the
pillory. We have always felt that examiners would do more
good by pointing out and dilating on the merits of the best
answers, than on making sport of the worst, and we are there¬
fore predisposed to share in the amusement of the retaliation.
It is easy to make fun of the bad answers in a set of papers,
and it is just as easy to turn any examination into ridicule
by making use of minute errors and bookish technicalities
which may be found amongst the questions. At the present
moment, however, we must be on our guard lest we condemn
the whole, when we may cure the little that is unsound.

The first of these complaints we note is the following :
“ In the algebra paper set at the Army preliminary exami¬
nation, part of the fifth question is impossible of solution ;
seven factors common to two expressions are asked for, while,
in fact, there are only three common factors ; indeed, the
greatest possible number of factors in either expression is
six. It is unnecessary to comment on the hardship entailed
upon the candidates, or on the negligence displayed by a

26

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

board of examiners specially appointed to ensure the accu¬
racy of the questions set.”

It is very wrong of the examiner, no doubt, to ask for seven
when there are only three to give ; but, if it were true that
there were but three common factors, the slip would be one of
so little significance that it could not possibly alter the position
of any candidate. One who could find the three would know
there were but three, and would not lose time in looking for
a fourth. The fault in the question, however, if fault there
be, would make it possible for those who found the rest of
the paper too much for them to complain of the “ terrible
hardship ” of being set an impossible task. But the explana¬
tion given in the House of Commons, by the Secretary of the
Treasury, shows that the examiner does not admit there
is any fault, and that he had in mind, not simple elementary
factors, but any quantity which will divide the expressions
without remainder ; thus, if a, b, and c are simple elementary
factors of an expression abcn, then, in addition to a, b, and c,
there are ab, ac, be, and abc, in all seven factors of the given
expression. The explanation, however, must have amused
more than it enlightened the M.P.’s to whom it was given.*

The second complaint is, that in an examination in
geography, supposed to be limited to the British Empire,
a question contained, amongst other names, Pekin and Cairo
as places the positions of which were to be described. We
are asked if the examiner thinks Pekin has been recently
annexed.

The third complaint has reference to the history exami¬
nation of the College of Preceptors, and is referred to in
another column. The questions here incriminated are not
erroneous, but are too minute. It is perfectly true, as the
Dean admits, that “ were an examination made up largely
of such questions, it would deserve severe criticism,” but we
cannot say it would be wise to exclude questions on small
details altogether. Knowledge which is loose, indefinite,
and inexact is often worse and more dangerous than ignor¬
ance ; and hence knowledge which is well-ordered, definite,
and exact should be encouraged. At the same time, ques¬
tions of the kind complained of ought not to be so numerous
as to encourage cramming ; and there ought to be amply
sufficient in the rest of the paper to pass a candidate who
has qualified himself by general reading. Those who are
responsible for the papers of the College will do well to see
that these conditions are well secured in the future. It
is by no means clear that they have not been fulfilled
in the paper referred to. Probably, when the results of the
examination are reported, it will be found that the proportion

* Mr. Hubbahd asked the Secretary to the Treasury whether, in the
Army Preliminary Examination on the 13th of December, question 5,
which was set in the Algebra paper, was incapable of solution : —
“Write down all the seven factors common to xij (a;2— 16) (y2— 9) and
ad (x + 4) (y — 3) ; ” why question 12 was set in the Arithmetic paper : —
“If one cubic foot = -028 cubic metre, and if one kilogram = 2-2 lb.,
find the number of ounces in one cubic foot of water,” — a knowledge
of the metric system not being- required by the syllabus.

Mr. Jackson. — In the earlier part of question 5, candidates were asked
to define a factor, and I am informed that, according to the correct defi¬
nition of a factor, there are seven factors common to the two expressions.
As regards question 12 of the arithmetical paper, I am informed that
there is no such syllabus as is implied in the hon. member’s question, and
that the metrical system is included in the well-known text-hook,
“ Colenso’s Arithmetic.” A general statement is made as to the know¬
ledge of Arithmetic required from candidates, but the strict interpretation
of it desired by the hon. member would exclude a knowledge of the Eng¬
lish as well as of the metrical system of weights and measures.

of candidates who succeeded in satisfactorily answering the
history questions is as great this year as it has been in any
former year. _

Those who have been advocating, in the interests of
British Trade, changes in our Educational courses which, if
carried out in their entirety, would have transformed our
Schools and Universities into little other than annexes to the
counting-house and workshop, might profitably revise that
knowledge of the present condition of the commerce of the
world on which they grounded themselves in making their
revolutionary proposals, by aid of a paper printed in the
Proceedings of the International Conference on the Sugar
question, recently published.

They will there learn that in one hemisphere, at least, the
decadence of British commerce, which they ascribed in good
part to the defects of British School Education, is the very
reverse of fact. They may also discover that the well-
meant advice they gave English Schoolmasters to study and
copy as quickly and closely as may be the school systems of
foreigners, their own being utterly unsuited to the new
conditions of a new epoch, was prematmre, if not pre¬
sumptuous.

The paper to which we refer is a Report dated 9tli
February, 1888, emanating from the Committee on Foreign
Affairs of the United States’ Senate, on a Bill then before it
respecting a Conference between the United States of
America and the Republics of Mexico, Central and South
America, and the Empire of Brazil. It may, perhaps, be well
to explain that for several years past, owing to the stationary
condition of their export trade, and the steady decline of
their carrying trade, the merchants of the United States
have sought an extension of their commerce with the States
of the South American Continent by means of Commercial
Unions. They are extremely sensitive with reference to the
unprogressive condition of their trade with the peoples lying
south of them, compared with that of this country, and so
they desire their Government to promote the formation of a
sort of Ampliiktyonic Council, composed of the States of
North, Central, and South America, which would, for each
and all of these, effect similar objects to those effected by its
prototype for the cities of Ancient Greece. It was to support
a project of this kind that the Report from which we are
about to quote was written. It is there stated that the best
markets for United States Industrial Products are not far
from her own southern border : — •

“ They are nearer to us than to any other commercial nation. The
people of Mexico and of Central and Southern America produce much that
we need, and our abundant agricultural and manufactured and mineral
productions are greatly needed by them .... hut the great bulk of
their commerce and trade is with Europe. The Argentine Republic has
from forty to sixty steamships running regularly between Buenos Ayres
and European ports, and no regular line between that country and the
United States, and our commercial facilities with the other Republics of
Central and South America are about the same.”

To show the “amazing and humiliating” disparity between
the trade of the United States with the four chief countries
of South America, and that carried on with them by this
country, a table is given, setting forth the imports of
merchandise in the year 1886 from Gi’eat Britain and the
United States, by which it appears that those South American
States purchased British goods to the amount of 81,000,000
dollars, whilst from the United States the purchases were
below 15,000,000.

Jan. 1, 1889. J

THE EDUCATIONAL TIMES.

27

But a still more striking piece of evidence to British
commercial supremacy is contained in the following
passage : —

“ The consumption of cotton goods in Central and South America, and
in Mexico, amounts to nearly 100,000,000 dollars annually, and, although
they are so near our cotton-fields, England furnishes about 90 per cent,
of these goods. Cotton fabrics constitute the wearing apparel of nearly
three-fourths of those peoples, and they have to import all they use.
England monopolises this trade because of her cheap transport facilities,
and because her mills furnish goods especially adapted to the wants and
tastes of the consumers, which our mills have never attempted to pro¬
duce.”

The same tale of English monopoly is repeated by the
United States’ Ministers and Consuls writing from the
various States to which they are accredited. The Minister
to Brazil wrote to his government that his attention was
attracted to the remarkable fact that, while the United States
take so large a proportion of the coffee of Brazil, “ the great
bulk of the trade of this country is controlled by England.”

The Special Commissioner of the United States, sent out
by his Government to report on the commei*cial affairs of
these South American countries, sent home the message
that — •

“ English trade is the largest in South America, on an average
amounting to 50 per cent, of the total trade of each country, and it is
everywhere the creation of the vast fleet of steamships which England
has placed in that service within the last 20 years.”

Now, it is well to remember that the comparison instituted
in the above passages is one between the two great com¬
munities of the world which most nearly approximate to that
industrial type of society which is destined, after a longer or
shoi’ter interval, to supersede the type of society which is
modelled on a military basis.

They are the only two civilised nations in the world that are
not augmenting their national indebtedness. They are both
paying off their national debts; the younger nation, with less
than half the debt of the older, is paying it off twice as fast.
Our kinsfolk in America, and not Germany, will be our most
formidable competitors in the markets of the world. Free
a few years hence of public debt, and exempt from the pest
of militarism, which is visibly bringing Continental Europe
to bankruptcy if no worse, the United States will be the
rival from whom we have most to fear. At present, notwith¬
standing all that alarmists have said and written, England
holds the field in the Western Hemisphere, and whatever
else may be sufficient cause or mending for ending certain
peculiarities of our secondary or higher education, the decay
of British commerce is not such.

No harm has been done, we admit, by the cry that the
supremacy of British commerce was endangered. On the
contrary, we owe to it the establishment of many excellent
Technical and Commercial Schools, which will remain and
do good work when the alarm vanishes and its cause is seen
to be baseless. By all means let us derive from these insti¬
tutions every advantage they are capable of yielding, but
we will do well not to despise those sources of energy —
physical, intellectual, and moral — on which our fathers drew
befoi-e these schools existed. The industrial habits, heredi¬
tary aptitude, social stability, commercial honesty, and the
rest, which have given our country its present industrial and
commercial supremacy, will in the future be needed, in as
large measure as linguistic skill, to prevent the transfer of
that supremacy to another people.

The supply of children’s books has been greater than
ever this year. In matters of binding, illustrations, and
print, there continues to be an improvement. The advance
in colour-printing alone has been so great in recent years
that it is difficult to conceive that we shall ever have any¬
thing more beautiful for little children than the pictures
which now decorate so many of their books. But, with
regard to the subject-matter of the stories and the ways in
which they are told, we have searched in vain for any signs
of a general improvement. The stories continue to be about
children rather than for children; and the writers have one
eye — or sometimes both eyes — fixed on the adult bystanders,
instead of being wholly engrossed with the child. The level
of interest and motive is that of the adult, not that of the
child ; while some authors, adopting this higher level, try
to write down to children, whereas they should start from
the child’s own level, and try to raise him just so far above
it as it is possible for him to rise. Even in the rarer
instances when the child’s level is chosen and maintained,
the interests and motives are not always the healthiest and
most natural ; while, in the books for boys, the main interests
in most cases are still bloodshed in one form or another, and
what, stripped of its tinsel, is simply crime or something
perilously near it. We speak in quite general terms ; but,
during the last few weeks, we have read many children’s
books and glanced into several others, and few indeed are
the exceptions we have found to the general rule. The
writers do not understand normal child-nature, and are
seemingly quite unconscious of the effects on child-mind of
what they write. Some ethical effect, however small, a
story must have, and it is lamentable to think how little
care is taken that it shall only be of the best kind. We are
not advocating the introduction of moral themes and the
goody-goody. We plead for the natural ; and the goody-
goody is not natural, at least in children, though it may be
natural in some writers. And surely it is somewhat strange
to allow children, in their books, to become intimate with
characters and actions from which, in real life, we should
keep them apart to the utmost of our power. Moreover, what
we should always be trying to do for children is to help them
to become their own true best selves, and to discourage their
habitually playing a part not their own — in other words, to be
natural and not artificial. And we shall not effect this if in
their story-books — one of the most potent factors in their
education — we give them artificial children to associate with,
and interests and motives attributed to children which for
children are wholly artificial. How much unhappiness is
caused in the world by people persistently aping the person¬
ality of some one else, instead of being content with being
themselves. And yet we are constantly showing our delight
at the artificialities of children, and giving them books
whose tendency is to make them unnatural. It is the
abnormal and artificial child, or the scapegrace, who interests
adults, and so we write stories about such and call them
children’s stories.

In our last issue we took occasion to remark, in reference
to the new School Board for London, that it did not make
for the efficient discharge of the duties for which it was
called into existence, that its members should be split into
two sharply opposed sections. The work to be done within
the area of its jurisdiction, as marked out for it by the

28

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

Elementary Education Act of 1870, and subsequent Acts
incorporated therewith, is precise and definite. Two inter¬
pretations, however, have been placed on the operative
clauses of these Acts, and two parties have arisen to give
effect to them. Party is seen at its worst when it rests on
such a narrow basis as this. To justify its existence, it is
constantly driven to accentuate and magnify differences
which, under more favourable conditions, reasonable and
intelligent men would seek to minimise. And it is especially
deplorable when party antagonism, for which there is so little
justification, should be an impediment to the smooth and
intelligent working of the vast system of Elementary Edu¬
cation now established in this metropolis. We are therefore
glad to find that expression has been given at the first meet¬
ing of the Board to the view, that it is desirable in the
interests of education to abate this party feeling.

It was to mitigate its bad consequences that the minority
sought to elect a Chairman outside the Board, who was not
identified with either party. This attempt failed ; the
party that had a majority at the polls wei’e not in any
humour to forego a triumph, and so Mr. Diggle, the late
Chairman, was re-elected by a strict party vote.

The choice of a Vice-Chairman was not however made on
party lines, as Dr. Gladstone, a member of the minority, was
chosen in preference to Sir Bichard Temple, the Vice-Chair¬
man of the late Board, who was again nominated to fill the vice¬
chair. Of Dr. Gladstone’s devotion to the work of Elementary
Education it is unnecessary to enlarge. Nor will our readers
need to be told that the office of Vice-Chairman could not
have been better bestowed. It raises our opinion of the new
Board considerably to find that, at its first meeting, it dis¬
played so much moderation and good sense as to recognise
that long and excellent service in the cause of education
was to be placed above party preferences.

One of the most important questions brought into pro¬
minence by the rival reports of the Educational Commission, is
that of the training of teachers. The conclusions arrived
at are not weakened by any minority protests, but on the
main points the Commissioners are entirely agreed.

The advantage and the necessity of providing for the
training of teachers before they enter upon their work are
acknowledged by all. It is agreed, also, that the existing
provision does not cover the ground that ought to be covered,
and that the training is not carried far enough and is not
pursued long enough. Hence there is a need of additional
colleges, and the important recommendation that day
colleges should be opened, in addition to the colleges for
resident students, seems to have met with general favour.
The Commissioners are also unanimous in recommending a
third year’s training for the most promising students in
existing colleges.

The old denominational difference crops up again, of course;
and, when this appears, we may safely conclude that the
interests of education do not supply the only motives of the
sides which differ. All agree that the training colleges have
done good work ; but some complain that the number of
denominationally trained teachers, as compared with others,
is far greater than the proportion of scholars in attendance
at denominational elementary schools to those of undenomi¬
national schools, Hence some see, in the proposal to found

new undenominational training colleges for day as well as for
resident students, a means of adjusting the inequality. The
thorough and efficient training of the teachers is the first
requisite for a sound system of national education, and every
institution which supplies this training to a high degree of
efficiency merits support. When the system of day training in
connection with existing colleges is adopted, the emancipation
of training from its present bonds will not be far distant.
If, of two candidates for a board-school mastership, one has
more ability as a teacher and schoolmaster than the other, the
Government ought not to refuse to sanction the selection of
the better man simply because he has obtained his training
at his own expense ; and very many and great advantages
would accrue from the throwing open of the entrances into
the ranks of the elementary teachers to all who can satisfy
the Government of their professional skill and power, and of
their integrity and respectability. The introduction of day
training colleges will be a step towards this end.

REVIEWS, NOTICES, &c.

A History of English Sounds from the Earliest Period, with full

Word-Lists. By Henry Siveet, M.A. ( Clarendon Press. 1888.)

For the last two or three years philological activity has been
largely directed to a welcome series of books, summing up the
results obtained in the last two decades. For classics we have
Iwan Muller’s “ Handbuch der ldassischen Altertums-Wissen-
schaft ” ; Schleicher’s “ Compendium ” has been replaced by the
indispensable “ Comparative Grammar ” of Brugmann ; and, in¬
stead of Diez, we have Grober’s “ Grundriss der romanis.chen
Philologie ” ; early next year we are promised Paul’s “ Grund¬
riss der germanischen Philologie.”

Parallel with these, for compressed material and strict scientific
method, stands Dr. Sweet's book ; indeed, in one point of capital
importance, that of phonetics, it is in advance of them all.
Phonetics forms the very foundation-stone of all scientific study
of language; and it is not much of an exaggeration to say that
this principle has received adequate recognition for the first time
in this “ History of English Sounds.” Even in Brugmann the
remarks on phonetics wear something of the look of a label stuck
on. In the same way writers on education are wont in their
prefaces to hang out the sign-board of psychology, but when
we get well into the house we find that the sign-board is all
forgotten. “Aryan tt becomes Germanic ss, or a is mutated
to e by an i in the following syllable,” cannot rise above “ Buch-
stabengelehrsamkeit,” unless we know the physiological reasons
for those changes.

In the preface the author gives an interesting sketch of the
rise and progress of his work ; he complains justly that at
Oxford his Plato and Aristotle had so interfered with his own
proper studies that his knowledge of Old English was at a lower
ebb than it had ever been during the preceding five years. The
time and money expended on the classics at our Universities are
out of proportion to their value compared with that of other
languages. Surely there are students enough for all ; but, as
long as classics and mathematics take the lion’s share of the
scholarships and fellowships, other studies must perforce lan¬
guish.

The book consists of two somewhat disparate parts. The first
quarter deals with several difficult problems of general philology;
the rest is devoted to the special subject in hand, and is certainly
the best account in existence of the phonetic development of any
language.

The notation is, of course, Dr. Sweet’s modification of Bell’s
“Visible Speech.” We are afraid the first thirteen pages will be
unintelligible except to students who have done a fair amount of
work at phonetics. It is for these only, in reality, that the book has
been written. Dr. Sweet’s horror of the “Turkish delight”
style of philology is well known, and he would probably demand
with justice the same degree of study as is required for reading
advauced text-books on science or mathematics.

The translation into phonetic symbols of words from out-of-
the-way languages like Welsh, Old Bulgarian, &c., as well as of
the sounds in Aryan and primitive Germanic, is a welcome

THE EDUCATIONAL TIMES.

29

Jan. 1, 1889.]

innovation. Following a general discussion of the conditions
under which sound-change takes place is an excellent chapter
on the Origin of Dialects.

A striking proof of the advantages enjoyed by those who come
after is given by the somewhat sad remark — “ The ten pages into
which I have condensed my sketch of the Aryan sounds represent
years of tedious toil and groping after light.” Now the modern
student can obtain it all and more in ten weeks with the aid
of Brugmaun. At times it is a little difficult to see whether
Dr. Sweet disagrees with generally received results or offers us
material accumulated some time ago. His view, for instance,
of Aryan clh passing at once into Germanic cl is sure to meet
with strong opposition. It is now generally held that the voiced
aspirates passed first into voiced spirants and then into voiced
stops after nasals, as well as initially in the case of the labial and
dental. Their further development was carried out independently
in the various dialects.

In the four pages devoted to the vexed question of the runes,
a compromise is made between the views of Canon Taylor and
Dr.Wimmer. The latter scholar has recently 0 published a new
work on the same subject in Ddbcfonten i Akirkcby KirJee :
under the title of Die Bunensclirift, a translation of the second edition
of his great work has been made by Dr. F. Holthausen. In 1854,
Kirchhoff ascribed the runes to a purely Latin origin ; this view
Dr. Wimmer adopts, placing the date of borrowing in the third
century a.d. ; his main argument is based on the rune for / which
he considers can only be derived from the Latin. Dr. Sweet
thinks the third century too late, and says with justice against
the Latin hypothesis, “In Greek itself such spellings as FHE — Fe,
from Aryan *swe through *swhe, show that the digamma must
often have had the sound of bilabial/.” Canon Taylor supposes
some non-Germanic tribe of central Russia to have taught the
Goths the runes about the third century n.c.

There is a case on record of the Cherokee Indian Sequoya,
who saw white men “talking from books,” and invented a
syllabarium from some twenty Greek and Roman letters. Wulfila
fashioned his alphabet for the Goths out of the same source, and
it looks as if some single genius of earlier times did a like service
for the primitive Germans. Any complete account of the method
he followed seems out of the question. The main difficulty lies
in the phonetic value of g, d, b ; were they voiced stops (as we
should read them now) or voiced spirants (usually written , d
in Germanic? We hold for the latter, especially as it seems to
answer a difficulty in § 339.

“ Xg and |x|d appear to be reduplications of < k and Greek -
Latin D respectively. Another view is that they are the Greek
Xkh and ® th respectively ; but it is difficult to see how those
letters could have been applied to Germanic sounds which
at that time were either Aryan gh, clh, or else some modification
of them.” Now the Greek x> are known to have passed from
an aspirate to a spirant value even in antiquity. If at the same
time Aryan gh, dh, bh had become in Germanic not g, d, b, as Dr.
Sweet assumes, but the spirants 5, d, h, then the Greek spirants
X and © might be the natural source of the rune spirants
X and |X|. This assumes an unvoiced and voiced value for the
signs, just as in modern English th in thin and then stands for
\> and d; a somewhat simpler hypothesis than taking the same
rune to represent d and d- As against Dr. Wimmer, we think
it more likely for the inventor to adapt a sign already in use
than to make a new rune by doubling an old one. For ourselves
we should be contented with the statement that the runes were
derived from a Greek-Latin source and used at the time when
Yerner’s law was in living force.

Dr. Sweet’s conciseness leads him to make one remark which
is sure to be obscure to most readers. “ The ^ seems to point to
the old Greek-Italian I rather than the late Latin Z.” How
many, even among classical scholars, will know that I stands
for z in the oldest texts of the Carmen saliare ?

We now come to the Old English Sounds. The first impulse to
their scientific study is due entirely to Dr. Sweet; the account
here given of them is the fullest we possess, many of the obscure
problems left in Siever’s “ Old English Grammar ” being cleared
up.

As in Mr. Skeat’s “ Principles of English Etymology,” a chapter
is devoted to Scandinavian and its influence on English. The
next fifty pages are occupied with Middle English, and the rest of
the book with Modern English. This, according to Dr. Sweet,
begins about 1500 ; he subdivides it into periods, one for each
century, and gives a most welcome abridgment and critical
sifting of the material accumulated in the “ Early English Pro¬

nunciation” of Mr. Ellis, a scholar who, as a recent German
writer elegantly puts it, suffers from phonetic superfoetation.

The various sounds under discussion are transcribed through¬
out in the symbols of “ Visible Speech,” and afford perhaps the
best possible proof of its value. We are not acquainted with any
other capable of showing so many fine distinctions in nearly
identical sounds with the like clearness. The fact that Mr.
Bell’s vowel system is English seems not to have been without
influence in some of the recent attacks made on him in Germany.
It will be time to discuss the retention or rejection of his analysis
when a piece of work parallel and comparable to this of Dr.
Sweet has been presented to the world with another phonetic
transcription. To all earnest students of language, who do not
wish to be distracted and disheartened by the multiplicity of
phonetic systems, we recommend the mastery of “ Visible
Speech ” as a starting-point.

The phonetic authorities are taken from Mr. Ellis ; the date of
1609 is given to Holyband’s French Littleton. The first
edition, however, was in 1566, followed by others in 1578, 1581,
and 1607. His real name was C. Desainliens. In 1580 he pub¬
lished “ Claudii a Sancto Vinculo [i.e., Holy band] de pronun tia-
tione linguae Gallicae libri duo.” He wrote the book as he was
“ victus quotidianis multorum Anglorum querelis.” In 1582
came out his “ Frenclie Schoolemaister, newly corrected : wherein
is most playnely shewed the true and most perfect way of pro¬
nouncing of the Frenclie tongue. . . .” G. Delamothe N. pub¬
lished in 1592, “ The French Alphabet, teaching in a very short
time, by a most easie way, to pronounce French naturally.”

More important, however, than these is a German Grammar
the writer found in the Berlin Royal Library — “ The High Dutch
Minerva a la mode, or a Perfect Grammar never extant before
whereby the English may both easily and exactly learne the
Neatest Dialect of the German Mother-Language used through¬
out All Europe, London, 1680.”

Long phonetic transcriptions are given. In the chapter on
“ Etymologia,” equations are given for changing English words
into German, and vice versa, “ though a certain rule or standing
certainty cannot be prescribed (as we could wish it were) through
the whole language.”

The leading feature of the first edition in 1874 is reproduced
in the word-list of 2144 forms traced through Early and Middle
down to Modern English. A wonderful amount of information
is compressed into these pages by means of a few symbols. To
the student the list is simply invaluable. From it a second
one is made of Old English forms still living.

In conclusion, after expressing our gratitude for a work which
removes from us the disgrace of having to learn German before
starting on a scientific study of our own tongue, may we ask Dr.
Sweet to give us a popular dogmatic exposition of his Revised
Organic Alphabet with copious transliterations of easily procur¬
able passages from English, French, and German? Another
small demand of the practical student : can the Clarendon Press
give us a double folded card, printed only on one side, and con¬
taining a list of all the symbols employed, with a copy of the
contractions which are copious and curt ?

A Short Account of the History of Mathematics. By Walter W.
Rouse Ball. ( Macmillan Sr Co. j— 1 The first chapter is devoted to
a discussion of the Mathematical Attainments of the Egyptians
and Phoenicians ; chapters ii. — vii., to the Mathematics of the
Greeks ; chapters viii. — xiii., to those of the Middle Ages ; and
the remaining chapters to those of modern times. There is much
in these chapters that will be interesting to all who are acquainted
with the elements of mathematics, and much that is useful as well
as interesting to teachers. As an illustration of the latter kind,
we may refer to the development of arithmetic and its extension
into algebra. The kinds of questions which Metrodorus collected,
in the beginning of the fourth century and solved by the rule of
false supposition, paved the way, first, for a rhetorical algebra
that is, a process of algebraical reasoning in -words used by Ahrnes
and by the earliest Arabian, Persian, and Italian algebraists— and
secondly, for symbolical algebra. The example solved is as
follows : — “ Demochares has lived a fourth of his life as a boy ;
a fifth as a youth ; a third as a man ; and has spent thirteen
years in his dotage. How old is he?” Suppose we assume
Demochares’ age to be 40 ; then, by the given conditions, he
would have spent 81 years in his dotage; and, therefore, we have
the proportion — 8a : 13 :: 40 : the required age. Hence his age is 60.
Their place in the history of discovery suggests that for be¬
ginners such questions are useful introductions to alg^bia

30

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

The greatest fault we can find with the work is that occasion¬
ally the facts given concerning the particular person named
are too meagre to convey a fair estimate of his title to fame, and
occasionally they are not sufficient to warrant the general con¬
clusions which are drawn from them. For instance, this is what
we read of Hypatia : —

“Hypatia was the daughter of Theon. She was more distinguished
than her father, and was the last Alexandrian mathematician of any
general reputation ; she wrote a Commentary on the Conics of Apollonius,
and possibly some other works. She was murdered at the instigation of
the Christians in 415.

‘ ‘ The fate of Hypatia may serve to remind us that the Christians, as
soon as they became the dominant party in the State, showed themselves
bitterly hostile to all forms of learning. That very singleness of purpose
which had at first so materially aided their progress developed into a one¬
sidedness which refused to see any good outside their own body ; those
who did not actively assist them were persecuted, and the manner in
which they carried on their war against the old schools of learning is
faithfully pictured in the pages of Kingsley’s novel. The final establish¬
ment of Christianity in the East marks the end of the Greek scientific
schools, though they nominally continued to exist for two hundred years
more.”

These two paragraphs contain all that the author tells us on
the subject, and yet in the whole story, as far as the actual facts
are known to us, we can find nothing to show that the tragedy
of Hypatia’s death resulted from opposition of a sect to learning.
The account given of the dispute between Newton and Leibnitz
is exceedingly fair and interesting ; but it does not show as
clearly as it might that even supposing Leibnitz obtained his first
hint as to the Calculus from some MS. of Newton’s, which he was
allowed to see while visiting in England, yet afterwards he
developed the method from a different standpoint to that of
Newton. Leibnitz proceeded by seeking the summation of infini¬
tesimals ; Newton, by finding the finite ratio of infinitely small
quantities.

A New Era of Thought. By Charles Howard Hinton, M.A.
( Swan Sonnenscliein Sf Co.) — In this volume Mr. Hinton gives a
careful and systematic exposition of what we may term “ Fourth
Dimension Philosophy.” The first half of the book traces in
detail the genesis of the conception in the author’s own mind,
and is semi-autobiographical in character. Mr. Hinton spent
years of fruitless research before he found the way of escape from
his psychological difficulties in the conception of “ higher matter”
or “ higher space.” “ The task was to obtain a sense of the
properties of higher space, or space of four dimensions, in the
same way as that by which we reach a sense of our ordinary
three-dimensional space. I now prefer to call the task that of
obtaining a familiarity with higher matter, which shall be as
intuitive to the mind as that of ordinary matter has become.”
The problem is to ascertain what that is “ which is to a cube or
block or shape of any kind as the cube is to a square.” As
might be expected, the argument is largely one of analogy,
and is consequently more interesting than conclusive. The
chapter which strikes us as the best is the one devoted to an
examination of an imaginary “plane world” or space of two
dimensions; the conceptions are felicitously and ingeniously
worked out, and the subjective or self-limitations (to use Mr.
Hinton’s term) of the inhabitants of such a region are indicated.
The analogy is pressed home upon the dwellers in a three-
dimensional world, and it is argued that similar self-limitations
beset them and make it difficult for them to grasp conceptions of
four-dimensional activity. Mr. Hinton asserts, at the close of
this chapter, that “ after a number of years of experiment which
were entirely nugatory, I can now lay it down as a verifiable fact
that by taking the proper steps we can feel four-dimensional
existence, that the human being somehow, and in some way, is
not simply a three-dimensional being — in what way it is the pro¬
vince of science to discover” (p. 46). Further on, we find the
assertion, “We must be really four-dimensional creatures, or we
could not think about four dimensions” (p. 99). Surely the
argument from analogy is pushed too far. On some of Mr.
Hinton’s hypotheses, there is no reason why there should not be
space and matter of n dimensions. At the same time we readily
admit that the author’s laborious and prolonged researches
deserve study ; he is decidedly in earnest, and has fully con¬
vinced himself that he has discovered the Tessaract, or the
four-dimensional representative of the cube, and he announces a
complete system of four-dimensional thought — mechanics, science,
and art. He contends that we can see four-dimensional pic¬
tures with our mental and inner eye, “if only we can acquire
the power of mentally carrying a great number of details.”

The second half of the book has been elaborated from the
author’s hurried sketch (on account of Mr. Hinton’s absence from
England) by the two editors, and consists of a very complicated
series of exercises designed to familiarise the student with these
novel conceptions ; coloured and numbered models and cubes are
employed, and the combinations of these are infinitely varied.
This portion of the work will be found stiff reading even by those
who have had a mathematical training.

Memorials of the Hon. Ion Keith-Falconer, M.A. By the Rev.
Robert Sinker, B.D., Librarian of Trinity College, Cambridge.
(Cambridge : Beigliton, Bell, 8f Co. ; London: George Bell 8f Sons.
1888.) — “ Late Lord Almoner’s Professor of Arabic in the Uni¬
versity of Cambridge ” and “ Missionary to the Mohammedans of
Southern Arabia ” are the especial titles given to Ion Keith-
Falconer, but they by no means convey all that these Memorials
tell of him. Beginning with his early childhood, we trace the
same brave, cheerful spirit which distinguished him to the end.
Just as he was a manly boy, so something of a boy’s brightness
seems to have marked him as a man, even amidst the weariness
and weakness that was to close a short life — in "which, neverthe¬
less, so much had been accomplished, and which promised so
much more. Deeply earnest, and, very probably, with the cause
for which he gave his life always before him, Mr. Sinker shows
us how nothing that he did was ever slurred over as though it
were not worth his while to do his very best. As a boy at Harrow,
as a student at Cambridge, it was the same, and pleasant are the
glimpses of him at both, which Mr. Sinker and his correspondents
give us. He might be, and he ivas, intensely interested in the
work carried on at Barnwell (a suburb of Cambridge, where over¬
crowding had led to much of crime and misery), and, giving to
that work all the assistance in his power, he yet felt that at that
time his studies were his first duty, and nothing was allowed to
seriously interfere with them. His energy, always great, was
shown even in his schooldays ; on the one hand, by the way in
which he worked at Shorthand — a matter quite apart from his
general studies — and, on the other, by his soon distinguishing
himself as a bicyclist, enjoying the exercise as he enjoyed every¬
thing he did, whether it were work or play. Even when his
doings entailed self-sacrifice it was so willingly offered that he
might have seemed to be most pleasing himself when he was
really giving up most. This is particularly striking in his
readiness to interrupt an all-engrossing occupation to help anyone
who needed help; for it is just those who, like Ion Keith-
Falconer, throw their whole hearts into their work, who find it
hardest to turn aside on the instant at the call of another. It is
well said of him that he might have taken as his motto, “ Serve
God, and be cheerful.” Although we are told that distinction
was not his first object in working, we are not to suppose that
he undervalued the many honours that he gained, though perhaps
he prized them chiefly as means to the great end he had in view,
the going as a missionary to Southern Arabia, where he had
reason to believe much might be done to Christianise the
Mohammedans of those parts. Mr. Sinker tells us how he
planned and strove for this, earnestly and enthusiastically, but
still with the calm good sense which always came to his aid and
prevented his acting foolishly. For him the work was soon
ended, but it is hoped and believed that it may be carried on by
others with brighter hopes of success. However this may be,
none who read of the life of Ion Keith-Falconer, as it is shown
us in these Memorials, can believe that such a life was lived in
vain. Its “ crowded hour ” was, indeed, “ worth an age without
a name.”

Dictionary of National Biography . Edited by Leslie Stephen.
Vols. XIV.— XVI. “Damon ” to “ Edridge .” {Smith, Elder, Sf Co.)
— The last number of this excellent Dictionary, whereof it is only
fair to say that the achievement fully realises the lavish promises
of its original design, brings us, approximately, to a point which
should be one-third of the way towards the completion of the
work. The publishers still express a hope that the Dictionary
will occupy about fifty volumes, spread over a period of twelve
years and a half. It is now four years since the publication
began, and the sixteenth volume has just appeared. But it is
evident that less than a third of our national biography has been
included in these sixteen volumes. Comparing Mr. Stephen’s
Dictionary with one or two others on a smaller scale, we should
be inclined to say that little more than one-quarter of Mr.
Stephen’s task is accomplished. In Mr. Cates’s dictionary (4th
edition) the name Edridge occurs on page 374, out of a total of
1484 pages — about one-fourth of the distance from post to finish.
Vincent gives the same proportion. The comparison of a British
with a general dictionary, however, is not altogether fair ; and it

Jan. 1, 1889.]

THE EDUCATIONAL TIMES.

31

is noteworthy that the proportion of pages in Yapereau supports
Mr. Stephen’s scheme of work. The point is worthy of attention,
because in so large and costly an undertaking it is important for
purchasers, as well as for the publishers, that the design of the
prospectus should be fulfilled as closely as possible. Meantime,
the practical value of this Dictionary increases in a geometrical
ratio as its publication advances, for the reader is in a better posi¬
tion to refer from volume to volume, and to pursue a general sub -
ject of inquiry by consulting a larger number of biographies. By
frequent use of the work as far as it has gone, we have been able
to apply to it a test which has been both searching and critical,
and we are justified in saying that its value to the student and
reader is not only great and constant, but progressive. Apart
from the literary and merely historical lives, to which one is
perhaps first and most frequently attracted, the Dictionary has
other less conspicuous virtues, arising from the care which has
been taken to select competent writers in special branches of
biography, so that, as far as possible, each life has been dealt
with by a competent and well-informed man. We have illus¬
trated this in previous notices by referring to the articles on
distinguished schoolmasters. The same thing might be done,
though with less favourable examples, in the volumes now under
consideration; and we have verified the statements in many of
the architectural and general scientific articles, with results
which are satisfactory. The few inaccuracies and omissions
which we have noted need not be specified here ; but it
may be said in conclusion that accuracy of detail is one of the
main characteristics of the “ Dictionai’y of National Biography.”

German School Boohs. (1) Gey-man Exercises, etc. By G. J.
B. Gliinicke, B.A. ( Rivingtons .) (2) A Complete Practical

Grammar of the German Language. By T. H. Weisse. Fourth
Edition. ( Williams Sf Norgate.) (3) Progressive German Reader.
By Dr. F. Lange. (Whittaker Sf Co.) (4) Graduated German
Reading Book. By G. C. Macaulay, M.A. ( Rivingtons .) (5) Ger¬
man Examination Papers. By G. Hein. ( Williams Sf Norgate.)
(6) German Dialogues. By A. an der Halden. — Mr. Gliinicke
tells us in his preface the raison d'etre for his book. “ Soon after
the appearance of the German Grammar by Phillpotts and
.Gliinicke, he was asked to compile a collection of exercises to
illustrate the rules contained in the Grammar.” We are ready to
believe this statement, but we are at a loss to understand why he
should have inserted any rules at all in his book, and given a
number of paradigms, inetead of simply referring to the “ Grammar
by Phillpotts and Gliinicke.” Many of the sentences chosen are
rather clumsy, and some of them requii’e correction. The author
tells us that “ he believes that no pupil working carefully through
his book will need any other grammar.” This may be true ; but
where will he find that paragon of pupil, endowed with more
than Teutonic patience, who would wade through this ponderous
volume of nearly five hundred pages ? Mr. Gliinicke has evidently
taken great pains with his book, and it is only to be regretted
that he did not limit it to half or one-third of its present size.
Herr Weisse’s Grammar has reached a fourth edition. It cei’tainly
contains some useful points, but, like the preceding book, it
suffers from wearisome ponderosity. We believe that the author,
who undoubtedly knows his own language thoroughly, would do
well to issue the next edition of his Grammar as an independent
manual, and to omit the “ full directions for the proper use of
Ahn’s French Course,” considering that this publication is one
of the worst of the usual “ Practical Methods,” which is saying
a great deal. The poetical extracts in Dr. Lange’s “ Pro¬
gressive German Reader” are in general well chosen; but some
of them are far too advanced for a beginner’s book, such as
Uhland’s Gluck von Edenhall, Schiller’s Unuberwindliche Flotte,
and Platen’s Grab irn Busento. The prose extracts, on the other
hand, do not indicate any special care in the selection. The
“Anecdotes and Fables” are, we believe, well known in the
school-room, and so are the “ Tales from History ” and the
“ Greek Legends,” so that we really do not see any original fea¬
ture in the publication. The Vocabulary seems to have been
carefully compiled. Mr. Macaulay has also made an attempt to
solve the problem of supplying a “ suitable Reading Book,” and,
according to the usual fashion of the common run of school-book
compilers — more especially in modern languages — he finds fault
with his predecessors in the same field. Thus he censures those
German reading books which set off “ with such idiomatic Ger¬
man as Lessing’s Fables.” In this censure he is entirely wrong ;
for the sooner pupils become acquainted with the idiomatic turns
of a language, the better. Mr. Macaulay begins his Reading
Book with exercises on the auxiliary verbs of tense ; but, accord¬
ing to our notion, such materials do not belong to a “ Modern

Language Reader.” The special Vocabularies at the beginning of
the first six chapters seem to us superfluous, considering that all
the words occurring in the text are given in the appended Voca¬
bulary. Some of the Notes will prove very bewildering to the
pupils, such for instance as — Ihro Gnaden, genitive. On the whole,
there is a want of systematic arrangement in the book. Several
of the extracts are hackneyed ; but we w'ere very glad to meet
with the poetical extract from Herder’s “ Cid.” Herr Hein has
collected in a separate volume all the German “Examination
Papers set in Scotland at the Local Examinations of the four
Scottish Universities,” since the time when these examinations
commenced, and has added a Vocabulary of some of the more
difficult expressions. An occasional test by means of Examination
Papers is certainly very useful and advisable ; but the collections
of them increase to such an alarming degree, that it is to be
feared that they will soon be used as regular “Manuals,” to tho
great annoyance of the pupils and to the detriment of their intel¬
lectual development. The dialogues in Herr A. an der Halden’s
“ Progressive German Dialogues ” are in general correct, but not
spirited enough to have any interest for either “ our boys ” or
“our girls.” In the dialogue at the jeweller’s, the author has
taken the opportunity of advertising — not to say “ puffing ” — a
well-known London watchmaker. To such a pass our modern
languages school-books have come !

Simple History of English Literature, tvith illustrative extracts.
By A. L. Stronach. ( Nelson Sf Sons.) — The title of this small
book of some 270 crown 8vo pages exactly describes its contents.
It is also one of the Royal Upper Class Readers, and costs
eighteenpence. It consists of 28 simple and pleasant talks about
writers and topics in connection -with the history of English
Literature, illustrated by extracts more or less characteristic of
the writers and books mentioned. These extracts, by the way,
require to be collated and corrected, for in a quite cursory
reading of them we have come upon two or three mistakes (e.g.,
p. 242, 1. 22, “ its own hands’ ” should be my oivn hand's ; and
p. 249,. 1. 2,“ deeds ” should be things). In the talks themselves
there are also a few loose statements, such as, for instance, p. 160,
“ Shelley has written many smaller poems, which are often sung”
(will Miss Stronach name them ?) ; or again, p. 163, “ Lord
Tennyson still lives in his pretty home in the Isle of Wight.”
But we must not dwell too much on small erroi’S. If children
are interested in their books, and really care to hear something
about the people who wrote them, they will find much in this
book that is freshly and simply put on the subjects of both—
“told story fashion,” to quote the phrase used in the preface.
The selection of topics and authors is in the main happily made;
but the extracts should have beeh very much fuller (especially
in the prose), or have been much fewer and restricted to two or
three authors. As they stand they are neither one thing nor
the other. To give four lines of quotation to represent Sir Isaac
Newton, and about the same amount to Wyclif, is to fritter away
space to no purpose ; and, when soon after one comes upon an
extract of some fifty lines from Mr. R. L. Stevenson, one wonders
where the author’s sense of proportion has got to, and whether
her judgment is always to be trusted.

The Musical Profession. By Henry Fisher, Mus. Doc. (J. Curwen
Sf- Sons.) — The need for a book dealing with the interests and
obligations of the musical world is undeniable; and the scope and
contents of the work before us include nearly every aspect of the
subject. The author has apparently addressed a number of in¬
quiries to members of the musical profession in all parts of the
kingdom, and has thus taken a kind of plebiscite on the various
topics; the results are interesting, and some of the quoted
opinions are intrinsically valuable. We regret, however, that it
has not been possible to indicate more definitely the opinions of
those who may be considered “ authorities ;” the reader is often
left without any clue to the experience or position of the corre¬
spondent who lays down the law on some disputed point.
We fear that, as Dr. Fisher contends, it is too true that the
musical profession is at present disorganised, and that members
of it are largely isolated. “ The musical profession is perilously
easy to enter, for the simple reason that it does not require the
investment of a large capital. None of the expenses which are
absolutely necessary in qualifying for the legal and medical pro¬
fessions are demanded in the case of music.” A family piano
and a brass plate make it possible for a young man to set up as
a “ teacher of music.” To any who are thinking of music as a
source of income, we commend the valuable chapter on the sub¬
ject, and the advice given as to the best means of securing per¬
manent success. Business and legal matters, the examination
for degrees, the organisation of concei’ts, and the rules of pro-

32

THE EDUCATIONAL TIMES.

fessional etiquette receive due attention. Taken as a whole, this
volume will prove of great value to all interested in music. So
far as we know, it has at present hardly a rival.

Select Passages from French and German Poets, for Repetition.
Compiled by Clovis Bevenot. ( Rivingtons .) — The idea of this se¬
lection is excellent. Opposite the French and German poems
and passages are printed the best poetical renderings into English
which Mr. Bevenot has been able to discover. In this way— and
we think there could hardly be a better — the young learner will
not only get the meaning of what he is to learn, in detail and
as a whole, but will also catch something of the spirit of the
original piece as a poem instead of merely viewing it as a
puzzling arrangement of strange words. To catch the spirit is
the first thing. Then comes the task of realising that spirit in
audible language ; in other words, of reciting the passage with
intelligence, feeling, and right pronunciation. To aid the
learner in this part of his work, Mr. Bevenot has added some
very sensible and helpful notes bearing on the pronunciation of
the French and German words and the reciting of French and
German poetry; at the close of which he gives what we must call
the excellent advice — though we ourselves have often given the
same — the advice to “ make it a point to pronounce neatly any
language it is given you to put your lips to.” In the rush to get
translation books finished the young are given far too little oral
exercise, and that, too, of but a slovenly kind, in the foreign
languages which they learn. This is a very serious drawback in
every way, and the book before us is a very good attempt to
help us out of the difficulty. The selection of pieces is small —
nine French and sixteen German— but is made with considerable
taste and judgment ; and amongst the renderings are some
beautiful old friends and some very good new ones. The price
of the book, however, seems to us somewhat high— three
shillings and sixpence for 25 pieces occupying 100 octavo pages.
The same plan lias, we are told, been employed to good effect by
Mr. E. H. 0. Smith, with regard to select passages from Greek
and Latin poets.

The Construction and Maintenance of School Infirmaries and
Sanatoria : prepared by the Council of the Medical Officers of
Schools Association. (J. 8f A. Churchill.) — This pamphlet repre¬
sents, we are informed, the result of careful and prolonged in¬
vestigations into the provisions made in a number of schools for
the treatment of various kinds of illness. It appears that full
statistics were obtained from 30 schools, varying in average
attendance from 65 to 1,100 each, and representing an aggregate
of about 10,000 pupils. Of these schools, 46 per cent, have only
one infirmary for the treatment of infectious and non-infectious
illness alike, while 50 per cent, have a “ Sanatorium ” restricted to-
infectious maladies. The numerous defects and dangers in most
of the existing arrangements are pointed out ; and an ideal
scheme for the construction of (1) an “Infirmary” for non-
infectious cases, and (2) a “ Sanatorium ” for infectious maladies,
is supplied, and fully explained in every detail with the aid of
numerous plans. It is strongly urged that the arrangements
ought to admit of the isolation of patients in whom the symptoms
do not absolutely indicate a specific disease, and also the separation
of those simultaneously affected with different contagiousdiseases.
This carefully compiled summary of the recommendations of
medical science ought to be studied by all responsible for board¬
ing schools ; and should be consulted by those intending to erect
school buildings.

OUR LIBRARY TABLE.

The Invisible Powers of Nature, By E. M. Cail/ard. ( John Murray.)

■ — The author is of opinion that “without experiments and even without
diagrams, both of which may be baffling where classes cannot be attended
or special teaching be had, it is possible to convey in narrativo form a
general and rudimentary idea of the nature and causes of phenomena of
daily occurrence so far as they are known.” The work produced on this
principle is a reading-book rather than a text-book. It is a series of
narratives on gravitation, attraction, properties of solids, liquids, and
gases, heat, light, sound, and electricity, and is perhaps as interesting as
a book on such subjects, without diagrams and experiments, can be.

The Parentis Cabinet of Amusement and Instruction. By Martha Ilill
and Friends. New Edition. Edited by Constance Hill. (W. H. Allen § Co.)
— This is a revised reprint in six volumes (the number of the volume
being indicated only by the number of gilt stars on the back) of a publi¬
cation which first appeared in monthly numbers, and was printed as a whole
by Smith and Elder in 1835. It contains short stories and short articles
on general and interesting information, after the style of “Chambers’
Miscellany.” The following account of the origin of the work has been
left by Martha Hill: — “In the spring of 1832 some friends, greatly
interested in the moral and mental training of children, were in the habit

[Jan. 1, 1889.

of meeting at the house of Mr. William Ellis, the well-known social
economist and munificent promoter of a liberal education among the
working classes. I proposed that among us a little juvenile serial should
be written and published monthly. Mr. Ellis was so kind as to offer to
be not only contributor but editor ; Professor Cowper promised familiar
articles on mechanical science ; Mrs. William Ellis some of her graphic
talcs and accounts of travel that delighted her own children ; Mr. Ellis
geographical and historical articles ; and I for my part promised tales
and easy articles on Natural History.” The special and unique cha¬
racter of the work which had this beginning more than justifies the
reprint.

Xenophon : Anabasis, IV. Selections. Edited by the Rev. E. E.
Stone, M.A . ( Macmillan Co.) — The editor has selected the epi¬

sode of the journey through the mountain passes of Armenia, and has
given a brief introduction with map of the route, the text with short
notes, and a complete vocabulary. There are also three short appendices
dealing with the irregular verbs found in the text, the various usages of
prepositions, and the principal constructions of dependent clauses. The
special feature of the book is a series of forty short exercises to be turned
into Greek.

Moffatt's Edition of the Gospel according to St. Matthew. ( Moffatt $ Paige.)
— This book contains (1) an Introduction, consisting of a life of the
Evangelist, and an account of the language, design, and characteristics of
the Gospel ; (2) the Text, with marginal readings and elaborate notes ;
(3) an Appendix of longer notes. It is one of the fullest and most con¬
veniently arranged handbooks on the Gospel.

Easy Outline Lessons and Graded Lessons in Old Testament History , from
Joshua to the Captivity of Judah. By TV. Taylor. ( Church of England
Sunday School Institute.) — These two text-books by the Master of Method
in Battersea Training College contain fifty-two well-arranged, carefully
thought-out lessons. The first book gives the lessons in outline only ;
the second gives the same lessons fully explained for Junior Intermediate
and Senior Classes.

Theoretical Mechanics. By J. Edward Taylor, M.A. ( Longmans , Green,
§ Co) — The Headmaster of the Central Higher Grade School, Sheffield,
has succeeded in writing an exceedingly clear work on Elementary
Mechanics, Dynamics, and Hydrostatics, which is a suitable text-book
for students reading for the College of Preceptors’ examinations in this
subject.

A First Reader. Stickney. ( Ginn § Co., Boston.) — This is the best
First Reader we have ever seen for carefulness of arrangement and
beauty of printing and illustration. The preface tells us that it claims
“no special originality,” but chief among its features are (1) careful
grading in text and type, (2) brightness of style and vivacity in expres¬
sion, (3) facilities for teaching by sounds of letters.

GIFT BOOKS OF THE SEASON.

The Academy Boys in Camp. By S. F. Spear. ( T . Nelson if- Sons.)—
This tale of a school is of a style more common in America than in
England. A boy Drayton cuts out of all the text-books the pages of
the “Anabasis,” which form the lesson of the day. Drayton will not
confess, and another lad, Joe Chester, who sees him burning the leaves,
while admitting that he knows who the offender is, will not name him.
The boys and masters of the school go in a steamboat to an island to
camp out for fishing and pleasure. Joe is condemned to remain at home
unless the culprit should confess. Drayton and his friend Carver rise
early after a troubled night ; the former sends a note to Mr. Bernard, the
master, confessing the mischief, and then both go on board a fishing
smack out to sea. The adventures of the boys on the island “Whale-
back,” and those of the repentant runaways, afford much interesting
reading. The style of the talc, the quaintness of the dialogues, and the
incidents recorded, are the more attractive because they are unreal and
peculiar.

Little Miss TVardlaw. By Louisa M. Gray. (T. Nelson if- Sons.) — A
pretty story for girls, with a good purpose.

Saved by Love : a Story of London Streets. By Emma Leslie. (T. Nelson
if- Sons.) — This is a story full of feeling, charity, and benevolence, telling
of two orphan girls, Effie, a veritable street Arab or “ gutter-child,” and
Susie, the daughter of decent but very poor people. Both were “ saved
by love.”

Ernest Hepburn; or, Revenge and Forgiveness. By the Rev. H. C.
Adams, M.A. ( Religious Tract Society.) — Ernest is a proud and wayward
boy, whose temper leads him into many difficulties, but who is finally
subdued through the example and death of a dearly loved friend.

Harold, the Boy Earl. By J. F. Hodgetts. ( Religious Tract Society.) —
A good story of the Vikings, reprinted from the Boys' Own Paper. It
describes the pursuits, pleasures, religion, and mode of w-ar of these
Northern rovers, and abounds in thrilling incidents, such as exciting sea
fights and mysterious appearances and disappearances. Its serious side
is intended to show the best influence of Christianity.

The Children's Champion. By Miss Lucy Taylor. ( T . Nelson if- Sons.) —
Those of us who remember the earlier work of the late Earl of Shaftes¬
bury, and more especially those who had the privilege of working in
connection with him in the shoe-black movements and other works for
rescuing children, will rejoice to see these passages from his life.

That Bother of a Boy. By Grace Stubbing. ( Jarrold if- Sons.) — This
story, from the first page to the last, is lull of fun and delicate humour.

Jan. 1 *889.] THIi EDUCATIONAL TIMES. 33

Tlie boy is an ever restless, mischievous, precocious, and inventive little
elf, who is absolutely irrepressible and irresistible. He provokes endless
mirth by his dilemmas and comical escapades. The character of his little
sister is equally well drawn, and the story forms a wholesome gift-book
for boys and girls alike.

The Mahers of British India. By IF. II. Davenport Adams. The
Story of one Colonies. By H. B. Fox Bourne. ( John llogg.) — These his¬
torical compilations are carefully classified and arranged, but they come
better under the head of “ Useful Christmas Presents” than of enter¬
taining books of the season.

Captain Bay/ey's Heir : a Talc of the Goldfields of California. ByG.A.
llenty. [Blackie <$■ Sou.) — Mr. Henty knows no restraint in time or place ;
lie uses every age and generation, and every country really existing or
purely imaginary. The school which produced his hero in the case before
us was Westminster, as it was in the last half-century, and the field of
the exploits a goldfield of California.

When Fin a Man ; or, Little St. Christopher. By Alice Weber. ( Griffith ,
Farran, <V Co.) — This is as good a story as any which the season has pro¬
duced, and is equally suitable for boys and girls, young and old. It is
written in charming style, has an excellent tone, and is well illustrated.
“ Only think, when you have time, that everybody's story lives for ever.
For even that first Christopher’s story — him whom we call Saint — is not
ended yet, nor will it be, so long as there are waves in this troublesome
world, so long as there are strong souls amongst us, so long as there is a
Divine Face shining above the waters.”

Lionel llareourt, the Etonian. By G. E. Wyatt. [Nelson $ Sons.) —
L. II. is a somewhat poor scholar, whose false pride leads him into grave
difficulties and then to dishonesty, disgrace, and ruin. He is contrasted
with his brother Alfred, so that, when towards the end of his career in
England his uncle returns from India, the uncle thus addresses him : —
“ Your brother Alfred appears to me to possess just those qualities in
which you are lacking, and which are indispensable in my destined heir.
He is industrious, while you are idle; and unselfish, while you are eaten
up with self-love ; and finally, all the reports which his school authorities
make about him testify to the thorough and manly way in which he has
done his duty, while I see, in looking over the packet labelled ‘Leo’s
Reports,’ that each one tends to convey a precisely opposite idea of your
behaviour.” The story leaves Leo on board ship, self-exiled and
penitent.

Morning and Evening. Fussy Cat Stories. Seaside Pictures , and other
Stories. Bow-wow , or Dog Stories. ( Nelson <j- Sons.) — Each of these story¬
books for very little readers contains four large (quarto) coloured pictures
and four pages of letterpress.

Alphabetical List of the Principal College and School Boohs, and New
Editions, published dunng the month ending December 31sf, 1888.

Abercromby’s (lion. R.) Seas nnd Skies in many Latitudes, 8vo, 18s. cl.

Aristotelis qua; fei unlur de I’lantia, 3in.

Bassett’s (A. B.) Treatise on Hydrodynamics, Vol. 2, 8vo, 12s. Gd.

Baltzer (A.): Spinozas Entwickelungsgang, 5m.

Bellerman (L.) : Schiller’s Dramen, Beitriige zu ihrein Verstiindnijs, Gm.

Bettany’s (G. T.) The World’s Inhabitants, or Mankind, Animals, and Plants,
roy. Svq. 7s. Gd. cl.

Clark’s (K. C.) Cambridge Legal Studies, 12mo, 2s. Gd. cl.

Chaucer, the Minor Poems, edited by Rev. W. W. Skeat, cr. 8vo, 10s. Gd. cl.

Day’s (L. F.') Text-Book of Ornamental Design: Vol. 3, 'the Application of
Ornament, cr. 8vo, 3s. Gd. d.

Delitzsch’s (F.) New Commentary on Genesis, Vol. 1, 10s. Gd. cl.

Douglas’s (J.) A Sketch of the First Principles of Physiography, cr. 8vo,
(Is. cl.

First Class Army School Certificate made Easy, by an Army Schoolmaster,
cr. 8vo, 3s. Gd cl.

Gisborne’s (W.) The Colony of New Zealand, its History, Vicissitudes, and
Progress, cr. 8vo, 7s Gd. cl.

Grey’s (Mrs. VV.) Last Words to Girls on Life in School and after School,
cr. 8vo, 3s. Gd. cl.

Halliday’s (G.) A F irst Course in Mechanical Drawing (Tracing), oblong folio,
2s. swd.

Iliorn’s (A. 11.) Text-Book of Elementary Metallurgy, 4s. cl.

Holder’s (W. G.) The Poet’s Bible, Old Testament Section, cr. 8vo, 7s. Gd. cl.

Johnston’s (W. and A. K.) Multum in Parvo Atlas of the World, 2s. Gd. cl.

Keilinschriftliche Bibliothek, lirsg. v. E. Schrader, Vol. 1, 9m.

Knight's (A.E.) Concise History of tlu Church from the Apostolic Era to the
Reformation, cr. 8vo, os. cl.

Lemaistre (A.) : L’Ecole des Beaux-Art, lOfr.

Longman’s Elementary Mathematics, cr. 8vo, 2s. Gd. cl.

Martha (J.) : L’Art Etrusque, 30fr.

Mombert’s (I. S.) History of Charles the Great (Charlemagne), 8vo, 15s. cl.

Nicols’s (A.) Snakes, Marsupials, and Birds, cr. 8vo, 5s. cl.

Ouroussow (Princesse) : L’Educatioa des le Berceau, 3fr.

Oxford, ill us., by J. Fulleylove, with Notes by T. H. Ward, 42s.

Pcpys’s (S.) Diary, with Notes by Richard, Lord Braybrooke, G vols, 12mo,
21s. cl.

Pinet (G.) : Ilistoire de L’Ecole Polytechnique, 25fr.

Plato’s Republic, Books 1 — 5, Introduction and Notes by T. II. Warren, 12mo,
Gs. cl.

Poynter’s South Kensington Drawing-Books: I’reehand f.r Children , 4to,
2s. Gd. cl.

Rammelsberg (C. F. ) : Chemische Abhandlungen, 10m.

Religious Knowledge Manual, by Miss Yonge, Canon Daniel, and Canon
Beuham, !2mo, 3s. Gd. cl.

Robinson’s (A. M. F.) The End of the Middle Ages, Essays and Questions in
History, 8vo, 10s. Gd. cl.

Romanes’s (G. J.) Mental Evolution in Man, 8vo. 14s. cl.

Scholia in Sophoclem Vetera, cd. P. N. Papageorgius. 4m. 80.

Seager’s (Rev. J. L.) Faciliora, Easily Graduated Latin Exercises, cr. 8vo,
2s. Gd. cl.

Sophocles’ Dramas in English Verse, by Sir G, Young, 12s. Gd.

Steinmann (G.) : F.lemente tier Paliiontologie, Part 1, lOtn.

Usill’s (G. W.) Practical Surveying, cr. 8vo, 7s. Gd. cl.

Winslow’s (Rev. F. E.) The Children’s Fairy History of England, cr. 4to, Gs. cl.
Wordsworth’s (W.) Complete Poetical Works, with Introduction byJ. Morley,
cr. 8vo, 7s. Gd. cl.

THE PUPIL-TEACHER SYSTEM.

Many comments have been made from time to time on what
is termed the Pnpil-teacher System, and, especially of lute, there
has been a disposition in some quarters to declare that it should
be swept away altogether as wholly bad and mischievous. But
the subject deserves far more careful and discriminating enquiry.
It may well he asked, Is there any “ system,” in the proper sense
of the word, in the existing arrangements which at present supply
the wants of our public elementary schools? In many respects
they are still rather of the nature of expedients, and those who
bear in mind the difficulties against which the great work of
national education has had to contend during the present century
will gratefully recognise how many of those first steps which cost
so much have been made good by expedients — imperfect, indeed,
but which yet contained in them the most important elements of
ultimate success.

It is worth while to glance back at those early days in the first
decade of the century when Lancaster and Bell were the pioneers
of popular education, and made good use of the method of em¬
ploying “ children to control and instruct children.” Bearing in
mind the limited means at their disposal, the effect produced was
marvellous. A new light of hope dawned upon many who
responded to the efforts made on their behalf, and eagerly
availed themselves of the opportunities afforded ; while, on the
other hand, a capacity for teaching was developed in many who,
on the score of knowledge, were at starting hut little in advance
of their pupils. Self-denying energy and enthusiasm worked
wonders, hut still the masses, as a whole, were barely touched.

Ere long, however, this energy and enthusiasm waxed cold,
and these methods fell on evil days of prosperity when all men
spoke well of them. The promoters of them naturally, and not
unreasonably, looked only at their successes, and did not see how
much larger a field lay beyond them. Those who grudged expense
hailed the system by means of which their consciences could bo
lulled to rest at a marvellously cheap rate, while those who
dreaded the education of the masses in any form were not long
in coming to the shrewd conclusion that there was little danger
of its being “carried too far ” by such means, under the judicious
supervision of those whose zeal was tempered by a full measure
of their own discretion.

Then followed a long period during which all direct edu¬
cational efforts in this direction were relaxed or suspended,
though even then much good work was done of which we have
since reaped the fruits. When, again, towards the middle of the
century, the extension of primary schools was urged with some
effect, the old tradition influenced the opinions held as to the
means required for imparting efficient instruction in them;
though, as the work proceeded, the necessity of a higher standard
of capacity for teachers was fully recognised by all those who
favoured educational progress, but was vehemently decried by
their opponents. The Government of the day, even when in
accordance with the former, had thus to deal with an adminis¬
trative duty of a very arduous kind. The question of money
became urgent. The financier is always unpopular. In the
minds of partial and over sanguine reformers, he appears to he one
always wanting to get money from those who cannot afford to
pay it, and not giving it to those who think they have a claim
to have it. How to give much and get little, is the insoluble
problem which ho is constantly called upon to solve. He is
ground as between the upper and nether millstone, between con¬
flicting claims on his forbearance or generosity. Ho is inevitably
a much harassed and somewhat hardened man ; yet withal his
experiences are not without their value, for “ promise ” and
“performance” have to be weighed by him with an impartial
balance, and even his sympathies may be attracted by those whose
well-ordered work stands the test of time and can be accepted as
an earnest of what may yet he accomplished. He caunot
he much in advance of the opinion of those who pay. All
will admit that the qualities necessary to carry out work of so

THE EDUCATIONAL TIMES.

o i

o4

[Jan. 1, 1889.

high a kind as that of education are not to be called forth by
Act of Parliament. Enforced work, in these regions especially, is
heartless and inefficient, and, to quote a hackneyed phrase, the
minimum (of obligation) becomes the maximum in practice, and
failure is courted as the readiest means of getting rid of an un¬
welcome burden. Much as we may deplore the shortsighted
parsimony which grudges the cost of good seed to be sown in the
springtime of childhood and youth, wTe shall not remedy the evil
by ignoring the fact that only by slow degrees has public opinion
been brought, first to admit the paramount necessity of under¬
taking such work at all, and then to recognise that true economy
consists as much in adequate expenditure on things needful as in
rigid avoidance of all ill-advised and superfluous outlay.

This argument applies to the point in question in a preeminent
degree. It is easy to declaim vehemently and vaguely of the
failure of the Pupil-teacher System ; but what are the issues
actually involved in the question ? The Education Department,
early in its career, adopted the term “pupil-teacher” instead of
that of “ monitor,” thus broadly asserting that the instruction o '
tho youthful teachers was an essential part of the scheme intro¬
duced by their authority. It was in reducing this to practice
that the “ money difficulty ” came in. The staff required to earn
tho State grant-in-aid was on a lamentably low scale, but, never¬
theless, was only maintained with difficulty, and in spite of much
active and tacit opposition. For some years after the passing of
the Act of 1870, the Department were compelled to accept such
makeshifts as a certificated teacher of no great capacity, with a
limited staff of pupil-teachers, all perhaps very young — for
little inducement was offered them to stay — as satisfying the
conditions entitling the school to participate in the State
grant. A higher standard has been enforced by degrees, and
the word “pupil” has acquired a practical significance in the
title of “pupil-teacher,” though much remains to be done in the
same direction. But an increase of staff implies generally a
higher cost, for the time being at all events, though the outlay is
calculated to ensure permanently economy of the highest kind.
Parsimony in this respect has entailed a fearful amount of waste
if' tested by the valid work done by the ordinary run of the un¬
fortunate pupil-teachers, who were treated rather as school drudges
than as “ pupils.” It is unreasonable to talk of the success or
failure of any system carried on in this imperfect manner, though
it cannot be denied that good work, leading to better work, has
been done even by such means as these, especially where excep¬
tional ability and energy have been brought to boar upon them.
Nevertheless, it cannot be too clearly recognised that the short¬
comings which are so painfully apparent are owing to the broad
fact that there was, and still is, in many schools a deficiency of
teaching power in the aggregate ; and, until this fundamental
weakness is remedied, no system, however theoretically perfect,
can yield satisfactory results. The question of expense must not
be evaded.

Tho call for economy is, indeed, one which is by no means to be
neglected or ignored. On the contrary, the ideal school should,
among other things, be a standing example of well-ordered thrift —
a thrift which is inexorable as against waste of all kinds in order
that things needful for health and well-doing should not be found
wanting. Widely different is this from tho blind parsimony to
which all immediate saving is equally acceptable. We must look
carefully to the nature of the outlay before any credit can be
given on the score of economy. The truth holds good in this, as
in every other sphere of industry, that inferior work is ruinously
dear in the long run.

To what extent pupil-teachers should be admitted as forming
part of the strength of the school staff, is a practical question
which it would be out of place here to attempt to define ; but the
essential principle involved is, that their double position as
learners as well as teachers should be fully recognised, and that
with due regard to considerations of health, both mental and
physical .

There are some, however, who go beyond this. The “ system ”
has been apparently discredited in their eyes, and they can see
no good in it whatever. But there is much to be said on the
other side of the question. Of course, such errors as entrusting
the teaching of the young and inapt scholars wholly to inex¬
perienced and half-taught teachers are uttei’ly indefensible. It
does not follow that, under proper conditions, children may not be
employed with advantage “to control and instruct children in
many ways.”

In the first place, as regards the future supply of teachers.
Too much stress should not be laid on the advantages of very
early training, for premature specialisation in any form is fraught

with danger, though, where the natural aptitude for teaching is
strong, the scope given to its exercise under thoughtful super¬
vision must tend to develop capacity of this kind in a very
marked degree. Beyond this, however, and in the ordinary T-un
of pupils, there are many wdio, for unsound reasons, are anxious
to become teachers. It may be from a childish notion that it is
easy to find fault, to criticise, and to teach, or from a mere love
of power, which they imagine to be irresponsible. Such aspirants,
who cannot always prima facie be pronounced unsuitable, are
tested by practice. Their faults as teachers may, or may not, be
remediable ; even in the latter case their early removal is an un¬
mixed gain to themselves, and yet more to those who otherwise
might come under their charge. This timely elimination of the
unfit is one of tho advantages of systematic training which
is not sufficiently regarded. Teaching is an art requiring
special qualifications, and the mischief and misery suffered and
entailed by those who have mistaken their calling in this respect
have been very great, though their failure by no means implies
incapacity for other kinds of useful and honourable industry.

The art of teaching is no doubt a part of the curriculum of the
training colleges, and rightly so, but the more advanced teaching
of the college is by no means incompatible with that afforded by
the school, though it is naturally an extension of it. The employ¬
ment of pupil-teachei’S must stand or fall on its own merits.

The question remains, — Is it also an advantage to the taught,
or do the many suffer for the advantage of the few? Assuredly,
they are not a corpus vile upon which reckless experiments are
to be tried; and the reply will depend much on the way in which
the true nature of education is regarded. If it were merely
designed to impart a knowledge of “ facts,” even the casual
errors of young teachers would be a very serious consideration.
But we are all agreed that its higher object is to train the young
pupils from the first to use their own faculties and learn for
themselves — to excite an intelligent curiosity, and show how it
can be rightly satisfied — to test facts, and bring common sense
to bear in reasoning about them. The old idea of the master as
a superior being — perfect, complete, and self-sufficient, crammed
with inscrutable knowledge — is happily discredited, though b}r
no means practically exploded. He must no longer dwell among
the clouds, but tread the paths upon which he invites his
scholars to enter. He has to make plain to them the means by
which he has gained his superior knowdedge, and show them
how in like manner they - may make good their own ad¬
vance. There is no fear of his losing his just authority by
adopting this method, for the need of his help is too vividly
realised as it becomes a matter of daily experience. The danger
is rather that they will regard him as an oracle in spite of him¬
self, and accept his utterances without 'the trouble of thinking
about them at all. Familiarity with the right way of learning
can surely best be given to the young by daily experiences 'which
they almost unconsciously realise. The master is a long way
above them. The pupil-teacher is nearer, and more one of them¬
selves, who has to learn as they have to do. Teaching and
learning necessarily go on side by side; and the master, in
teaching the pupil-teacher how to teach, can hardly fail to convey
to the scholars some instinctive perception of how they in turn
will have to learn — not what they have to learn, but the way in
which all steps in learning have to be gained. There is no
mystery about the matter.

It is true that such teaching as this makes a large call upon
head teachers themselves, and some may be found to say that it
is far easier for them to do the work directly than indirectly
through others. In other walks of life, similar remarks are to be
heard ; the difficulty is felt by many who in some respects are
thoroughly capable. But this power, not only of doing work but
of getting work well done by others, is the basis of that faculty
of organisation which plays so important a part in the affairs of
the world, and must be regarded as one of the most valuable
qualifications of a head teacher.

There are moral advantages also to be gained by securing to
our public elementary schools this youthful element associated
with some degree of responsibility, as a link between the teacher
and the scholar. Tho example of well-graded subordination for
definite and limited purposes is one which cannot bo made too
amiliar. It tends to strengthen discipline, and illustrates the
jonefits of order. It leads by easy steps to the practical sense
of duty, exemplified and enforced by those who are still comrades
and in many respects still equals. And, last but not least, it
should be made equally serviceable in the class-room and in the
day-ground.

R. H.

Jan. 1, 1889.] THE EDUCATIONAL TIMES.

35

MATHEMATICS.

9330. (Professor Crofton, F.R.S.) — Prove that (1) the «th power of

the series

S = l+* + 3^+4*£- +53— + ,
2 ! 3 ! 4 !

IS

s- = 1 + » + (» + 2) ~ + (« + 3)^ +(, + <+..};

and (2) that logs = res.

9332. (Ch. IIermite, Membre do l’Tnstitut.) — Soit la serie

„_* + z» + 2«»+...+ + ,

qni est convergente, si I’on suppose x < £. On demande de demontrer
(pi ’on a, pour toutes les valours de l’exposant tv,

1 ,= j , wx+ w («> <- 3) w(M>+4)(te + 5) r3

(1 — y)w 1.2 1.2.3

tc(ir + n + l)(?c +v + 2) ... (ic + 2w — 1)

I .2 ...»

a” + ...

Solution by Professor Sebastian Sircom, M.A.

(9830.) Putting s = xs and revei’sing the series by the usual method,
x = zc~z, whence « = exs and logs = xs. Applying Lagrange’s theorem
to z = a + xe:, where 0 is to he put for a after the differentiations,

/ ft \ n - 1 i'll 4 r / /7 \ n + r - 1

Z«=...+»— , K-) («“" #*-') + .. +n - -,,(-2.)

n ! \ da / (n + r) ! \ da / v

+ ... ,

(d \ H t r - 1 /

— J (e(» !>•)(» fl.ll- 1) f—+« + rl «»-i,

which, W'hen 0 is put for a, is

(« + »•—!) - ... — » (« + »•)* (« — 1) ! = v — jJ- (« + r) r - 1 .

2 r ' ' ' r !

The first term that does not vanish is xn, and we have

( /ill 4 2 a*» + 3 /yll + 4

z11 = xn + n | x11 + 1 + ()i e 2) — p + ( n + 3)2 + (n + 4)3 L- j-y + . . . ^

which gives the required result.

(9S32.) This question can be treated by the same method.

9575. (J. C. Mai.et, F.R.S.) — If the plane of a triangle ABC
cut three spheres S,, S.., S3 at equal angles, and if through AB a pair
of tangent planes be drawn to S;i, through BO a pair to S1( and through
AC a pair to S.:, prove that the six tangent planes so drawn touch the
same sphere.

Solution by W. S. M‘Cay, M.A.

Solution by D. Bidble.

Let AD = the medial line, AE = the pro¬
duct AB . AC, and AEF = half the difference
of the angles B and C. Upon AE, regarded
as unity, describe the semi-circle, [cutting EF
in F. With centre A, radius AD, describe
an arc, cutting the semi-circle in G, and with
E as centre, and EG as radius, describe the
arc GII, cutting AE in H. Draw III parallel
to AF, and with centre E radius El describe
the arc IK, cutting the semi-circle in K.
Join AK and produce ; also make
l EAC = EAK,

and through D draw BC at right angles with
EF . ABC is the triangle required. [The rest

A

in Volume.]

9904. (Professor be LoNGCiiAMrs.) — Si l’on a tana = ?».?, on a
tan yja = « (m + ?« + r), apres avoir pose

u = {(*»+ 1)*(*» — 1)}*, *-= {(m-ljs^n+l)}*.

Montrer comment la Question 9848 conduit a cette conclusion.

Solution by Professor Wolstenholme, M.A., Sc.D.

Put tan +a = xi { = (y + m) i}, when tan a

3xi + ix[i
1 + 3.r-’

= mi,

or x3 — 3mx2 + 3x — m = 0, or y3 — 3y (m2 — 1) — 2m (m2 — 1) = 0,

and the solution of this is, by Tartaglia’s rule, y —u\ v, where
uv — m2 — 1, u3 + «s = 2 in (in2— 1) ;
i.c., u3 = (in + l)2 (m — 1), t:3 = [in — 1 )'-(;»+ 1),

whence the result follows.

9834. (Professor Reuchle.) — Les droites qni joignent les sommets
du triangle ABC aux points do contact dcs cotes opposes avec le cercle
inscrit I, se rencontrent cn un point r (point de Gergonne) ; celles qui
joignent les milieux dcs cotes de ABC aux centres I„, L,, If des cercles
exinscrits correspondants se rencontrent en un point U. Demontrer que
la droite rU passe par le centre do gravite de ABC.

Solution by R. Tucker, M.A. ; G. G. Store, M.A. ; and others.

The Gergonne point (r) is given by

aa(s — a) — b[}(s — b) = cy(s-c) . (1),

and U by (b-c)a + bj3-cy = 0, —aa + (c — ct)/3 + cy — 0,

therefore it is given by a!(s—a) = p /(s — 5) = y/(s — c) . (2).

The equation to rU is readily found to bo

aa (b -c)(s — a) + b/3 (c — a)(s— b) + cy (a - b)(s - c) = 0,
■which evidently passes through the centroid.

The plane of the triangle ABC passes through an axis of similitude
of Sj, So, S3. Hence (denoting for shortness the positions of the sides of
the triangle by a, b, c) we can find a line b', in the plane, the homologue
to S[ of b to S3 with respect to that centre of similitude which lies in the
plane, and a line c' the homologue to S! of c to S3 with respect to their
centre of similitude in the plane. [The rest in volume.]

9855. (The Editor.) — Find the locus of the intersections of tangents
drawn from two fixed points to a variable circle around another fixed
point.

Solution by Professor Wolstenholme ; W. S. Foster, M.A. ; and others.

Let S, S' be the two fixed points,

O the centre of the variable circle, P
a point of intersection of tangents to
such a circle from S, S'. Then, since
OP bisects one of the angles be¬
tween PS, PS', P is a point of con¬
tact of a tangent drawn from O to
some conic having S, S' for foci, and
the locus is the well-known circular
nodal cubic whose equation is
(r - + y2 — .rX — yY ) (Xy — Y x)

the origin C bisecting S'S, along which is the axis of +, S'C = CS — c,
(X, Y) the coordinates of O. [The rest in Volume.]

4146. (Prof. Evans, M.A.) — Construct a triangle, the product of
two sides, the medial line to the third side, and the difference of the
angles adjacent to the third side, being given.

9724. (W. J. Greenstreet, M.A.) — O is the pole of the cardioid,
r = a (1 +cos 0) ; OP, OQ trisect the area of the cardioid ; and the angle
POQ is denoted by 2 (p. Prove that sin <£ (4 + cos (p ) = n — 3(p.

Solution by Rev. T. Galliers, M.A. ; and G. G. Stour, M.A.
Since OP, OQ, trisect the area of the
cardioid, area AOP = I APBO.

Now

r- dd

— 2

area APBO = -3-

i- [ (1 + cos 0)2 dd = fir «2,

Jo

and area AOP = |jj4> + 2 sin

therefore 3cp + 4 sin c/> + sin (p cos <p = tt, or sin <p (4 + cos <£) = tt— 3<p.

9586. (P rofessor Chakra varti, M.A.) — If the sum of the axes of an
ellipse be a constant (s), show that its average area is Jfir s2.

Solution by Artemas Martin, LL.D.

Let x and — x bo the axes, then the area of the ellipse is £ir.r (s — x),
and the average area required is

rs rs jj. t's n

\irx (s — x) dx-r- dx = — I x (s — x) dx - loirs'- .

J 2 -S' JjS 2* Jjs

9768. (E. Lemoine.) — Soient ABC, A^C, deux triangles. Demon¬

trer que le lieu des points M et le lieu des points M,, tels que AM, BM,
CM soient respectivement paralleles a A,M, .P^M,, ^MpSont desconiques.
Le lieu de M est une conique circonscrite a ABC, celui de Mt une autre
conique circonscrite a A^C,. Examiner les cas particuliers, oil les cotes

36

THE EDUCATIONAL TIMES. [Jan. 1, 1889.

de AjBjC, sont paralleles aux hauteurs, aux bissectrices, aux medianes,
aux symedianes, aux antiparalleles, du triangle ABC.

Solution by Professor Schoute.

Again, the rth term of the H. P. = la J l— - — j {l— a)

therefore -A- = — — ? — - 2* In ^ \\ J— * — r ((—«)!

sx n (; + «) • L m — 1 )

= - 2la- p*/f 2ln

n(l“—a 2) Jo / (./—a j P - a-

1

>

>

log*

therefore

S0S3 4rtf

Lastly, the product of the (» — »• p l)th term of the A. P., and the
»,th term of the H. P. — la ■; hence pxp3=[la)n. But if r he the common
ratio of the G. P.,

p2 = a .ar . ar 2 ... arn~l = an r*n ("-b = an thus px p2p~- — 1.

1228. (N’Importe.) — A messenger M starts from A towards B (dis¬
tance a) at a rate of v miles per hour ; hut, before he arrives at B, a shower
of rain commences at A and at all places occupying a certain distance z
towards, but not reaching beyond, B, and moves at the rate of n miles an
hour towards A ; if M be caught in this shower, he will he obliged to stop
until it is over ; he is also to receive for his errand a number of shillings
inversely proportional to the time occupied in it, at the rate of n shillings
for one hour. Supposing the distance z to be unknown, as also the time
at which the shower commenced, but all events to be equally probable,
show that the value Y of M’s expectation is, in shillings,

V =

u

- +

V

u (» + v)
r2

Considerons deux couples de paralleles, b et bx par B et B„ c et cx par
C et Cj (Fig. 1). Soit P le point d’ intersection de b et c, Pj celui de bx
et Cj. Si Pj parcourt la droite a x par A ,, les deux faisceaux (bx) et (ct) sont
lies perspectivement ft l’aide de la ponetuelle (P, ) sur ax. Done les fais¬
ceaux ( b ) et (c) des droites paralleles b et c sont lies projectivement, de
maniere que P parcourt une conique C2, quand P, decrit ax. Quelle que
soit la direction de la droite ax par A, la conique 0- passe par qnatre
points, les points de base B et C, le point infiniment eloigne D de BjC,
(correspondant au point P[ conimun a ax et B,^) et le point A2 (corres-
pondant au point AQ. [The rest in volume.]

9753. (Professor Beyens.) — Mener une tangonte it une circonference
qui passe par le point du rencontre inaccessible de deux droites donnees.

Solution by J. C. St. Clair ; Sarah Marks, B.Sc. ; and others.

Let P, P' be the polars of the given lines L, L'. The tangents at the
points where the line PP' meets the circle pass through the intersection
of L, Lb

Solution by W. S. Foster.

Let .r = distance M has gone when the shower begins ; then the time

he takes getting to B = — - + - — -, if z > x, and = r/ if ar < .r ; thus

v n v

v = » r f r a*+ r -g*. ; \i, / r r

Jo (.Jo « )xanyv{z-x)) / Jo Jo

= " 1 a I -- + u log — ^ +- ^ \ dx

a'2 Jo L " nu )

« log au + u j log [ a (u + r) — r.r] dx |

n f ar , . , n , u + v~)

= — \— -au + a (u + v) — log - - (

a- (_ 2 v u )

nv ( 1 _ u
a | 2 v

(u + v) . n

log }

9846. (Professor Genese, M. A.)— Prove that any fixed diameter of
an oval of Cassini determines two chords which subtend angles whose
difference is constant at any point of the oval.

Solution by AY. J. Johnston, M.A. ; Emily Perrin ; and others.

I shall assume the follow¬
ing theorem of M. Laisant,
viz., If 0 is a fixed point,
and the points 7r, P such
that we have the equipollence

OP = (Ott)%

then, if the locus of it is a
circle afiir whose centre is C,
that of P is an oval of Cassini
with centre O and axis OC.

[The rest in volume.]

8342. (Belle Easton.) — An arithmetical, geometrical, and har-
monical progression have each the same number of terms, and the same
first and last terms, a and (respectively ; the sums of all the terms of the
three series respectively are .«j, s.,, s3, and their continued products are px,
p.2, p2 ; show that, when the number of terms is indefinitely increased,

6i

So

2 (l— a) \ a ) s.js3

(a + 1)2
Ul ’

and = l.

p.f

Solution by G. G. Storr, M.A., and Rev. T. Galliers, M.A.

We have sx ; s., = %n (« + (): a | j* ( ^ — 1 (-L)1,1" 1}_i j

= \ log* ( — ) » for w = co

2 {l— a) \ a J

9661. (Professor Wolstenholme, M.A., Sc.D.)— Ona conic are taken
any six points A, B, C, A', B', C' ; AC, BC' meet in P ; A'C, B'C' in P.
Prove that PP', AB', A'B concur in one point. (If AC, B'C' meet in Q'
A'C, BC' in Q', it is clear that QQ', AB, A'B' also meet in a point).

Solution by Profs. Madhavarao ; Beyens ; and others.

Let B'C'= 0 denote the equation of the line joining
B', C'. Then, since the conic circumscribes the quad¬
rilateral B'C'BA', its equation may be expressed b)'

B'C'. A'B — BC'. A'B' = 0. Since it also circum¬
scribes B'ACA', the same conic may be represented by
AB'. A'C — AC . A'B'= 0. Subtracting, we have
B'C'. A'B- AB'. A'C = A'B' (BC'-AC),
therefore B'C'. A'B — AB'. A'C, which represents a
figure circumscribing the quadrilateral formed by
B'C', A'C, A'B, AB' (i.e., the figure B'P'A'R), being
resolvable into two factors, represents the two dia¬
gonals. Therefore A'B' (BC'— AC) represents the
diagonals A'B' and P'R. Therefore BC' — AC repre¬
sents the line P'R, and it also passes through P. To
show that QQ', AB, A'B' meet in a point, we get for
the equation of the conic A'B'. BC'= B'C'. A'B or A'C . AB = AC . A'B,
from which A'B'. BC'— A'C . AB = (B'C' — AC) A'B, whence the required
result follows.

9671. (Professor Neuberg.) — On donne, dans un memeplan, un tri¬
angle ABC et une circonference A. D’un point quelconque M de A, on
abaisse les perpendiculaires IMA', MB', MC' sur les coles de ABC, et l’on
construit le triangle A'B'C'. Sur une base fixe a/8, on construit
un triangle a/Hy semblable au triangle A'B'C'. Demontrer que, lorsque
M decrit la circonference A, le point y decrit une scconde circonference
A'.

Solution by the Proposer.

Soumettons la figure a une transformation par rayons vecteurs recipro-
ques en prenant pour p6le d’inversion le sommet C. Soient A1( B1( M

R

37

Jan. 1, 1889.] THE EDUCATIONAL TIMES.

les inverses des points A, B, M. Lcs triangles semblables CMA ct CAjMj,
CMB et CBjMj, CA,B, et CBA donnent, P etant la puissance,

A, M, CM! CM, . CM P

AM CA CA.CM CA.CM’

B, M, P A,B! P

BM CB.CM’ AB “CA.CB’

d’ou A,Mj : BjM, : A^, = AM . CB : BM . CA : AB . CM

= AM sin A : BM sin B : CM . sin C = B'C' : C'A' : A'B'.

Bone le triangle B,A1M, est toujours semblable au triangle A'B'C'. Or,
la base A,B, est fixe, et les points M, M, decrivent deux lignes inverses ;
lorsque M decrit une circonference A, M, decrit aussi unc eireonference
A' ou une droitc. Lc tbeoreme est done demontre, les points B, et A, etant
les points a, /3 dc l’enonce.

9673. (Professor Bonn age.) — Construct a triangle, knowing the
centre 0 of the in-circle, the mid-point T of a side AB, and the point M
where the perpendicular CM cuts AB.

Solution by Professor Schoute ; D. Biddle ;
and others.

The centres 0, O] of the in-circle and the
ex -circle to AB are divided harmonically by
C and Q ; hence, when R is the mid-point of

00,, we have 0R': = CR . QR.

Now R is the centre of the circle AOBO, and
its projection on AB is T. By projection on

AB, we find PT- = MT . QT ;

hence QT is to be a third proportional to
MT and PT, etc.

QUESTIONS FOR SOLUTION.

9929. (Professor Sylvester, F.R.8.) — Integrate the equation

lfx-\ {llx — n~x f i) + v/2 u\ = 0.

9930. (Cii. Hermite.) — On donne les deux relations

= 0;

= 0.

9931. (Professor Wolstenholme, M.A., Sc.B.) — Prove that
r"‘ ~ 1 dx f1 x"' ~ 1 d.r

a, x

= 0,

a, a', x'

l>, b\ y

l>, b', y'

c, o', z

c, c', z'

deduire les suivantes

«, x, x'

= o,

a\ xy x 7

l>, !/> >/

v, V, y\

c, z, s

e , z, z

Jo (1 + 2x cos a +xi)m (1 + xH) Jo (1 + -x cos a + x-) *

— i-p f” (cos# — cos a)'"-1 dx = _ L_ (J_

2"' sm-m-1 a Jo 1)! |_sin a da ) \sin a )

f

- m

1 + Xn

dx

x

- = f1' F (sin fl) v
' Jo si

dd

sin 6

9932. (Professor Hudson.) — If the same hyperbola be described by
particles under the action of an attractive force to one focus and a
repulsive force to the other, prove that the velocities arc equal at the
points for which the forces are equal.

9933. (Professor Sen.) — Find the curve which always intersects an
ellipse at right angles (1) when it moves with its major axis along a right
line, (2) when its centre moves on another ellipse with their major axes

parallel.

9934. (P rofessor God.) — Si l’on transforme par inversion les ccrcles
de Neuberg N,„ N&, N„ du triangle ABC cn pla^ant le pole d’inversion
au sommut A, ct que B', C' designent les inverses des sommets B, C, l’un
des cercles de Neuberg a pour transforme la droite dc Lemoine du triangle
AB'C'; les deux autres cercles sc changcnt cn ccrcles de Neuberg du
triangle AB'C'.

9935. (Professor Schoute.) — To show that the diameters of a general
quadratic complex (Plucker, “Neue Geometrie des Raumes,” p. 228)
form a congruency (2, 1).

9936. (Professor Neuberg.)— Une droite dc longueur donnee a se
incut en s’appuyant par ses extremites sur deux droites donnees OX, OY.
Quelle est la probability que l'aire comprise entre cette droite, OX et OY
soit moindre qu’un carreonne / 2 ?

9937. (Professor Dkprez.) — La base BC d’un triangle est fixe, et
r angle au sommet A est constant. Demontrer quo la droite qni joint les
pieds des symedianes issues do B et C enveloppe une conique.

9938. (Professor Matz.) — The two points of suspension, supposed in

the same horizontal line, are lowered over a horizontal table, until a
length - of the chain, the whole length of which is l, is in contact with
the table ; prove that, if b be the height above the plane of the points of
suspension, the horizontal tension is equal to the weight of a length

— - - — of the chain.

8 b 2

9939. (Professor Fouchio.) — On donne un cercle 0, une corde fixe
AB, et une corde CD dc longueur constante, mais do position variable.
On trace AC et BD, qui sc coupent en 8. Demontrer que le lieu du
point 8, etcclui du centre du cercle circonscritau triangle 8CD, sont deux
figures egales.

9940. (Professor De Wachter.) — Determine a point in the plane of
a given ellipse, such that the moment of inertia of the ellipse shall be
constant for any axis passing through that point and lying in the same plane.

9941. (Professor Madhavarao.) — Two conics ACBD, GEFH have
double contact at A and B. CD is the polar of a point in AB with regard
to the first conic. If right lines ACE, ADF, BCG, BDH be drawn,
show that the lines CD, EF, GH concur in a fixed point.

9942. (Professor De Longchamus.) — 8ommer la seric convcrgente
(an- + fin + y)/n ! quand on suppose 2a + /3 + y = 0.

9943. (Professor Bordage.) — If a, b, c arc the terms of rank in, n,p
of (1) an arithmetic progression, (2) a geometric progression, prove that

a ( n—p ) + b (p — in) + c (in — n) — 0, an~P x b>’-m x c"1-'* = 0.

9944. (Professor Morel.) — Un diametre quelconque du cercle circon-
serit ii un triangle ABC coupe lcs cotes BC, CA, AB cn A', B', C' ;
soient A,, B,, C, les symetriques de A', B', C' par rapport au centre O du
cercle. Demontrer quo les droites AA^ BBj, CC! sont concourantes.

9945. (Professor Ignacio Beyers.)- — 8i du centre de la sphere inscrite
a un tetraedre on mene des plans paralleles aux faces ; on forme ainsi des
autres quatre tetraedres semblables au donne, et designant par (jq), (r2),
(r3), (r4) les rapports de similitude de ces tetraedres au donne ; on aura

rl + >'-2 + r3 + r4 = L

9946. (Professor Genese, M.A.) — Through a point within a paral¬
lelogram four circles are described containing the sides as chords. If
any two of these circles be equal all four are.

9947. (The Editor.) — The ordinate of a point in a conic measured
from the axis, is produced till the whole line bears a given ratio to the
focal distance of the point : find the locus of the end of the line.

9948. (W. 8. M'Cay, M.A.) — A, B, C, D are four points on a circle.
Omitting each point in turn, we have four triangles ; prove that the six¬
teen centres of the circles touching the sides of these triangles lie in fours
on four parallel lines and also in fours on four perpendicular lines, and
that the two sets of lines arc parallel to the bisectors of the angles between
AC and BD.

9949. (H ugh W. 8egar.) — PN is an ordinate of a parabola. NQ,
NR are two lines drawn from N so that angles QNP, RNP are equal.
Show that SQ . 8R - AS . (SQ + 8R) is constant for all values of the equal
angles.

9950. (R. Tucker, M.A.) — Calling the point (3) [see Question 9875]

2, prove (1) 2, lv, O collinear (a property due to M. E. ArAN Aubel) ;
(2) D<r„ Eo-2, EVjj cointersect in a point n («cosA/«2 = ... = ...), the in¬
verse of 0! (see xlii. of “ the ‘ cosine’ orthocentres of a triangle”), whence
show that n, O, the circumccntre and centroid of ABC, are collinear, and
the lino passes through a sec 2A (3) the join of n, 2, is

be cos A cos 2 A sin (B — C) a + ... + ...= 0 ;

(4) the equation to circum-Brocardal-axis of DEF is
a cos A tan ( B — C) + ... + .. . = 0,
whence this and the corresponding line of ABC intersect in /3,
a / sin 2 A cos (B — C)

(o) DB, D{7* 2, DA, Do-;,, and corresponding linos for the other angles, arc
harmonic pencils ; (6) the Brocard-points of DEF are

a cos A _ _

sin 2C (sin2 2 A + sin 2B sin 20) " *

a cos A _ _

sin 2B (sin-2A + sin 2B sin 2C) ’

(7) if G' is the centroid of DEF, then n, G', and K are collinear.

9951. (D- Biddle.) — Required that function of x, which, when x is
replaced by 1,2, ii, 4, yields respectively 0,

9952. (B. H. Steede, B.A.) — Describe a circle of a given coaxal
system (of cither species) cutting a given circle at a given angle.

9953. (J. O’Byrne Croke, M.A.) — Regarding the position of a point
P as completely defined by the vectoral equation, p = a + b (— 1) , in
which a and b are the rectangular coordinates of P, and (— 1)* is to be
regarded as a symbol denoting transference round a right angle, show
how far the convention to be employed in passing from vectors to. lines
will enable us to give thence a satisfactory demonstration of Dc Moivre’s
Theorem.

38

THE EDUCATIONAL TIMES. [Jan. 1, 1889.

9954. (F. R. J. IIekvey.) — A celestial globe being fixed in any
position, there are, at any instant, two opposite points of its surface, whose
central vectors aim truly at the corresponding points of the Celestial
Sphere. Show that, as the Earth rotates, the variable points of coinci¬
dence (as they may be called) describe great circles of their respective
spheres.

9955. (Autemas Martin, LL.D.) — Two points are taken at random
in the arc of a semicircle, and a third point anywhere in its base. Find
the probability that the triangle formed by joining them is acute.

9956. (B. F. Finkel.) — Find the volume removed by boring an
inch hole diagonally through a 10 -inch cube ?

9957. (W. J. Greenstheet, 11. A.) — AB is the diameter, C the middle
point of the arc of a semicircle ; 11 is middle point of chord BO ; let AB
be produced to cut circle in E, EF is perpendicular to BC ; show that
OF = 3EF.

9958. (R II. W. Wiiapham.) — ABC is a given triangle, F any point
in BO; find p ints Q and R in CA and AB respectively, such that the
centroid of the triangle PQR may coincide with that of the triangle ABO.

9959. (0. M. Langley, M.A.) — Prove geometrically, without using
transversals, that the lines joining the points of contact of the in-circle
with the sides to the opposite angles arc concurrent.

9969. (E. Lemoine.) — -On ciroonscrit a touteslcs ellipses h nnofocales

dc foyers F et F' dcs rectangles dont les directions des cotes sont donneos ;
demontrer epic tons les points do contact, quelle quo soit l’cllipsc a
laquelle est circonscrit un rectangle, appartiennent a uncmcmc hyperbole
cquilatcre qui passe par F et par F', qui a pour asymptotes les paralleles
aux cotes des rectangles menees par lc centre des ellipses. Le lieu des
sommets do ccs hyperboles equilateres, quand la direction dcs cotes des
rectangles varic, est uno lomniscato de Bernoulli.

9951. (J- Villademokos.) — Trouvcr un nombre ontier qui soit cgal a

la somme des chiffrcs dc son cube.

9962. (J. Gillet.) — La conique A'B'C'DE ctant remplacee par le
cercle A'B'C', et le point 0 parcourant la circonfcrenco ABC, trouvcr le
lieu decrit par O'.

9963. (R- Knowles, B.A.) — A circle touches a conic in a point P,
and cuts it again in Q, R ; M, N arc the points of contact on the conic
of the two real cpmmon tangents meeting in T ; prove that (1) the lines
MN, QR and the tangent at P are concurrent; (2) if lv be the pole of
QR with respect to the conic, the points P, T, K are collinear.

9964. (Capitaino de Rocquigny.) — Trouvcr dcs solutions enticres dc
1' equation xm + ym — 1 = M . (xy).

9965. (S. Tee ay, B.A.) — Find positive integral values of au a2, <?3, aA

such that «i«2 + i, c//., + aAaA + and

agi.2 + asaA + ag 7S + a»c/A + aiai + a2a3 shall be squares.

9966. (R. A. Roeehts, M.A.) — Show that the focus of the cubic
y'’i—px2 = 0 is given by 27x = 8p cos co, 21 g — \p (1+2 cos 2w), where w is
the angle between the axes of coordinates.

9967. (G. Niewenglowski.) — Decomposer lc produit 13 x 37 x 61 on
une somme de deux carres, de quatre manieres dilferentes.

9988. (Maukice d’Ocagne.) — Si deux triangles sont symetriques par
rapport a un point, les transversalcs rcciproques dcs cotes de l’unpar
rapport a P autre sont concourantes.

9969. (J- Brill, M.A.) — A family of equipotential curves is drawn
on a plane, and the locus of the points of contact of a system of parallel
tangents is drawn. Prove that the loci corresponding to different
directions of these parallel tangents form an equipotential family.

9970. ( A. Russell.) — Prove that the area of a polygon inscribed in
a circle of radius R is

jw 2 a,- . 1 ar sin A, - £ a"-. _ , sin 2 A,.
a? _ l + eft — 2<7,._i a,- cos A,-

9971. (H- L. Ouchaud, M.A., B.Sc.) — An inelastic rod, nine feet
long, is placed with its upper end upon a rough vertical plane, and its
lower end upon a smooth horizontal plane, and so that it makes an angle
of 45° with each plane. It is now let go, and strikes against a smooth
sphere, of one foot diameter, placed in contact with the two planes. Find
the subsequent motion.

9972. (A. E. Jollifee) — If two quadrilaterals have a common
diagonal, and are circumscribed to the same conic, prove (1) that the
remaining eight vertices which do not lie on this diagonal lie on a conic ;
and hence (2) deduce the locus of the foci of all conics inscribed in a
parallelogram.

9973.

(1)

(2)

(D. Edward es, B.A.)

l-? , i -q1

1 +q * 1 + ql

1 — 7 Ql-?:

, 1-98
3 1 + (f

-Prove that

_ilzi4+&c.

1 1 + 9'

1 7,. »K'

log k + i - £-»

, ,1- (p , 1 — . o K “W*

+ 3 - — 4 - + &c. = — — ,

1+9 1 + q'1 1 + 93 1 + qA

and verify for the limiting values of the modulus 7c,

9974. (V". Jasiet.) — Integrer l’equation aux derivees partielles

dz dz _ w d7z
dx dy dxdy

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“ The book may well find a place in every household of young people, and wherever it is introduced it will bo cordially received by those for
whom it is written.” — Brighton Guardian.

HER LIFE’S WORK. By Lady Dunboyne. Witli Illustrations. Crown Svo, 3s. Gd.

“ The characters are drawn with a firm hand, and the interest never flags.” — Liverpool Mercury.

“A charmingly written book, full of the noblest sentiment and purpose.” — Methodist Times.

“ The story is a beautiful one, and the writer has set forth the characters with spirit and vividness.” — Christian Commonwealth .

THE GATE IN PARK LANE ; or, Arnold Lane’s Courtship. By the Hon. Gertrude Boscawen.

With Illustrations. Is. Gd.

“ A really charming story of country life by one who knows what life in the country really is, and has not merely looked at it from the out¬
side — Literary Churchman .

“A charming pretty story, with a perfect purity of tone running throughout. The description of the young hero’s courtship, a young wood¬
man, is modest and refined.” — Church Times.

FREEMEN OR SLAVES. By Ellen A. Bennett. With Frontispiece. Small crown 8vo, Is. Gd.

“ This is emphatically a book for young men ; it is sensible and straightforward, with none of the mawkish sentimentality about it which is
usually so repugnant to the British working man.” — Record.

“ A capital well-written, and interesting temperance story, — admirably adapted for village and mission libraries.” — Word and Work.

HOW TO HELP; or, Pen and Pencil Sketches of the East End. By Mrs. Reaney. With Frontis¬

piece. Crown Svo, 2s.

“ We commend the volume to the notice of those who wish to have a better understanding of the needy classes and of the sort of work done by
the people who have been most successful in helping them.”- — Queen.

“The sketches are written in an interesting and impressive style, and awake a ready sympathy with the sufferings of the poor, while they point
out many trustworthy methods of alleviating them.” — Scotsman.

THE TRIVIAL ROUND. Chapters of Village Life. By Sarah M. S. Clarke (Mrs. Pereira).

With Illustrations. Crown Svo, 2s. 6d.

“Mrs. Pereira tells the life-stories of her personages with ease, and shows herself fo be a keen and also a sympathetic observer.” — Morning Post.
“A village story of unmistakable power, and with a high moral purpose. The characters are varied, well drawn, and true to life.” —

Schoolmaster.

JAMES NISBET & CO., 21 Berners Street, W.

Jan. 1, 1889.] THE EDUCATIONAL TIMES.

43

AGENCY DEPARTMENT

COLLEGE OF PRECEPTORS.

OFFICES: BLOOMSBURY SQUARE, W.C.

I.— SITUATIONS VACANT.

Raster. Qualifications required.

15574. A Master. Fr., Ger., Mus., Math., Draw.
Non -res. in London.

15580. A Gov., a good trained teacher. Thoro. Eng.,
with some of the higher subjects. Res.

15598. Jun. Master. Lat., Fr., and Alg. 25 1.
(about).

15614. A Gov., to teach Eng., good Arith , Alg., Fr.,
Ger. 25/.

15615. A Jun., to assist about II hours a day.
Board, res., &c. Would be prepared for Loud,
degree or Oxf. Univ.

15619. A Jun. as Pupil Teacher. Two or three hours
a day duty. Time and help with studies. Small
Premium for board, res., &c.

15621. (i.) Music Master, to teach Piano, Organ,
Violin, and Class Sing. 40/. to 60/. res.
(ii.) A Grad., able to teach Fr., Ger., Science,
and Shorthd. 40/. to 60/., res.

15623. Jun. Master. Good gen. subj. and Writing.
Res.

15624. Jun. Master. Gen. subj. About 20/.

15627. Kinderga: ten Teacher. Daily.

15628. (i.) Jun. Gov. Res. Mutual terms.

(ii.) A Gov. Pupil. Premium 18/.

15630. Jun. Master. Gen. subj. to the Juniors. 10/.

res. Prep, for Matric. if desired.

15632. (i.) A Gov. Eng. subj., Arith., Draw. 15/.
to 20/.

(ii.) A Gov., to teach Music three hours a day
in return for board and res.

15635. A Gov. Good Music, solo and class Sing.
35/. to 46/.

15636. A Gov. Mus. and Draw. 25/. to commence.
15637. A Junior, as Pupil Teacher. Elem. Lat.. Fr.,
Alg. and Euc. Small salary and help in studies.
15639. A Gov. Good Eng. subj. 25/. to 30/.

15643. Jun. Master. Eng. subj., elem. Fr. and Lat.
Res.

15645. A Gov. for the Third Form. One who has
passed the Lond. Matric. 40/. to 50/. res.

15646. A good Kindergarten Gov. To take entire
supervision of class. 35/. res.

15617. Jun. Master, able to teach at least one Science
and Freeh. Draw., with Piano. Res. Time for
study.

15649. A Gov. Mus. (Prac. and Theor.), Sing.

(solo and class), Draw., Paint, and Bot.

15650. A Gov. Eng., Bkkp., Alg., Euc., Lat. Boys’
Prep. School. Daily, 35/. to 40/.

15651. A Master, ling., Lat., Fr., elem. Math. 40/.
about.

15653. (i.) Jun. Master in good Day School. Good
general subj. 40/. res.

(ii.) Fr., Ger. and Lat. English or Foreign
Master. 50/. to 60/. res.

15657. A Grad. Good Eng., Lat., Fr., Math., Draw.

Fund of Sports. 90/. non-res. to commence.

15659. A Gov. to teach French and Music. A Prot.
30/. res.

15662. A Gov., age not under 21. Eng. Gram, and
Comp., Arith., elem. Math, and Science. 40/. res.
15666. A Gov., able to prepare for the Oxford Local
Exams. About 30/. res.

15669. A Gov. Pupil. Would receive lessons in any
of F.ng., Fr., Ger., Lat., Mus., Draw., Paint.
Premium 25/.

15770. A Gov. Good French and Eng., Draw. 30/.
res.

15671. A good general Assistant Master. Lat., Draw.,
&c., Sports. Res. Salary depends on qualifica¬
tions.

15673. A Master. Fr. and Ger. (thoro.), Eng. subj.
35/. to 40/. to commence.

15675. A Temporary Master, to take charge of small
School (under Govt.). East Lond. Gen. Eng. subj.
Non-res. Salary to be arranged.

15677. A Finishing Gov., for a girl age 15. Eng.,
Mus., Langs., Draw., &e. Daily, 60/. to 100/.
Surrey’.

15680. A Gov. Good Lat. and Math, with Eng. For
R. Univ, Ire. Exams. 40/. (abt.) res.

15681. A Master. Ger., Eng. subj., Bkeeping.,
Shorthand. Res. 30/.

15682. A Gov. for 6 children, ages 5 to 14. Eng.,
Mus., Fr., Draw., Ndlwk. 20/. to 25/. res.

15683. Gov. Pupil (a young lady, Eng. or Foreign, as).
Mutual terms.

15684. Jun. Gov. with knowledge of Kindergarten,
Ndlwk. Res. 15/. And prep, for Exams.

15685. A Gov. for 4 or 6 weeks, from beginning of
term, to teach good Eng. and Arith., Bkeeping.,
elem. Lat., Bot., Draw. For the Mornings.
W. Lond. £1. 5s. per wk.

15686. A Gov. Eng., Draw., Mus. Res.

15687. A Foreign Master to teach Fr. and some Ger.

and Draw. • Res. Mutual terms to commence.
15690. A Master. Subjects for 3rd and 2nd Cl. C.P.
20/. to 25/.

15691. A Gov. for good class Boys’ Prep. Sell. Jun.
Eng. and Arith., mod. Mus. Age about 22. 25/.
res. (abt.) South Coast.

15692. French Master to teach Fr. and Piano. 20/.
res., to commence.

15694. French Gov. A Prot., with exp. in Eng. Sell.
30/. res.

15695. Jun. Master. Good Math, specially’. 30Z. res.
15696. For gootLelass Sch. in Germany : —

(i.) Eng. Gov. Age abt. 24, to teach good Eng.
and Arith. Church of Eng. Light duties.
30/. res.

(ii.) A French Gov. Diplomee. Protestant. 30/.
15697. Jun. Master for a form of yonng boys, to
teach elem. Lat. and Fr., Eng. subj., and Free.
Draw. 60/. res.

15698. (i.) Jun. Master. Good general subjects for
the juniors. About 40/. res.

(ii.) A Gov. to teach Music, Sing, if possible.
About 30/. res. For the jun. boys.
15700. Jun. Master. Eng. subj., Draw., some Mus.
25/. res., to commence.

15701. French Gov. Able to prepare for Camb. Loe.

Exam., with jun. Mus. 35/. res.

15702. A Master (Eng. or Foreign) to teach good Fr.,
also Lat. 30/.

15703. Jun. Master. 15/. res.

15704. Jun. Master. Math., Eng. subj., Draw. About
20/. res.

15705. A Gov. Good Eng., Fr., Draw., Paint.
25/. res.

15706. (i.) A Gov. Eng. subj., Draw., w.-col. Paint.
40/. res.

(ii.) Jun. Gov. Good Eng. and Ndlwk. 20/.
15707. Jun. Gov., Cert., with Piano, and Singing if
possible. Res.

157C9. Fr. Master to teach Fr., Gr., and if possible
Draw. Res. 30/. to 40/.

15710. A Gov. for Boys’ Sch. Draw, and general
help. Res. 30/. Age about 22.

15711. A Master. A Scotch or Irish Grad. Exper¬
ience not necessary. Young and Athletic. Res.
South Coast.

15712. A Gov. A good trained teacher. Thoro.
Eng., with some of the higher subjects and good
Mus. Abcut 40/. res.

15713. Student Gov. Would be prepared for Lond.
Matric. or Camb. Higher. Fr. and Ger. by natives,
Piano and Theory of Mus. Moderate Premium.
Res.

15714. Master. Fr., Gr., Draw. 20/. about.

15715. Governess. To prepare for the Local Exams.
Non-res. 50/. to CO/.

15713. (i.) Masters. Thoro. Eng , Arith., Bkeeping.,
Writing, Shorthand, elem. Draw. 75/.
non-res.

(ii.) Jun. Master. Eng. subj., Writ., Arith.,
Math. 60/.

15717. Daily Governess for a Preparatory' School.
15718. Dailyr Governess. F.ng., Arith., Draw. 25/.
15720. Governess. Thoro. Eng., Fr. (good), Arith.

(adv.), for the Sen. Loc. Exam. Good Music.
15721. Master. Draw., Mus., to assist generally*, and
some other subjects. 40/.

II— ASSISTANTS.

No. In
Register.

MASTERS.

21039. Fr., Ger. and Dutch (thoro), Eng., I tal., Lat.,
Greek, Oriental langs. Age 25. B.-bs-L. Res.
40/. ; non-res. 100/.

21040. Fr., Ger., Draw. Age 24. 25 to 30/.

21041. Eng. subjs., Lat., Fr., Piano, Org., Sing.,
Maths., Sports. Age 23. Non-res. 100/.; res. 60/.
21042. Eng. subjs., Lat., Greek, Math., Draw. Age
28, Glasgow Univ. Res. 70/.; non-res. 110/.

21043. Fr., Ger., Draw’., Paint., Sing. Univ. Geneva
and Paris. Res, or non-res.

21044. French. B.-6s-L. Age 27. Small Salary’.
21045. Eng., Lat., Fr., Math., Mech., Elec., Mag,,
Sound, Light., Heat, Cliem., Geol., Bot., Phvs.
Age 50. M.A. 300/. As Head or Sc. Master.
21046. Lat., Greek, Maths., Physics, Eng. subjs.,
Bkkp., Fr. Age 25. B.A. Camb. Res. 70/. ; non-
res. 120/.

21047. Classics, Math., Eng. Age 30. B.A. Oxf.
Non-res.

21049. Eng. subjs., Math., Mech., Chem., Lat., Gk.,
Fr., Draw. Age 23. Lond. Matric. Sen. Camb.
Res. 40 to 50/ ; non-res. 90/.

2105 J. Math., Bkkp., Eng. subjs., elem. Lat., and
Civil Service subjs. Age 30. Res. or non-res. 80/.
21051. Math, (high.), good Lat., Greek and Fr., elem.
Ger., Eng. subjs. Age 31. M.A., in Hon. Royal
Univ. Irel. Res. 100/.

21052. Classics, Math., thoro Eng., Nat. Science,
Elocution. Age 27. M.A. Oxf. Scholar and
Exhibitioner. Non-res. or res.

21053. Eng. subjs., Lat., Fr., Math., elem. Mech. and
Germ., Chem. Age 17. Lond. Matric. Res. where
can receive prep, for degree.

21054. Math. (Conics, Calc., &c.), Physics (all
branches), Chem., Phvs., Pliysiog., Eng., Jun.
Classics and Fr., Ger., Draw. Age 25. B.A. Dub.
Hons, and Prize Math. Res. 100/. ; non-res. 150/.
21056. Eng. subjs., Lat., Fr., Math., Chem., Draw.

Age 21. Res. 25/.; or non-res.

21057. Ger., Fr., Ital., Span., Piano, Violin, Harm.,
Classics, Eng. subjs. Age 35. Ph.D. Non-res.
150/. ; res. 100/.

2 1 059. Classics (good), Math., Eng., Fr. Age 29.
B.A. Camb. Hon. Class, Exhibitioner. Res. 120/.
to 130/. ; or non-res.

21060. Math, (highest, pure and mixed), Science
(high, laboratory practice), Jun. Lat., Greek, and
Fr., Eng. subjs., Bkkp. Age 25. 13. Sc. Lond.
Non-res. 150/.; res. 120/.

21061. Class., Math., Fr., Eng. (Lit., &c.), elem.
Chem. Age 45. Lond. Matric., L.C.P. Non-res.
about 120/.

21062. Eng. subj., Lat., Greek, Fr., Math. Age 17.

Jun. Camb. (Hon.). Res. Small salary.

21063. Eng. subj., Lat., Greek, Fr., Math. Age 16i.

Jun. Camb. Res. Small salary.

21065. Eng. subj. (Lit., <fcc.), Fr., Lat., Greek, Math.,
Chem. Age 32. Non-res. 100/. to 120/.

21066. Eng. (good), Fr. (convers.), Lat., Math.,
elem. Phvs., Chem., Nat. Phil, and Greek. Age 28.

A. C.P. Res. 50/. ; non-rcs. 100/.

21007. Fr., Ger., Ital. Age 45. B.-bs-Let. Non res.
150/.

21068. Ger., Fr., Ital., Lat, Math. Age 24. Univ.

Munich and Paris. Res. 60/. ; non-res. 100/.
21009. Eng., Jun. Class., Fr., Math., Nat. Phil.,
Phvs., Physiog., Draw. Age 26. S.Iv. Sci. Certs.
Res. 50/. ; non-res. 90/. to 100/.

2L070. Eng. subj., Bkkp., Math., Mens., Nat. Phil.,
Lat, Greek, Fr., Ger., Shorthand. Age 29. Res.
40/. to 50/. ; non-res. 00/. to 80/.

21071. Ital., Fr., Piano, Sing.. Gymnas. Age 30.
Res. 20/. to 30/.

21072. Lat., Fr., Math., Eng., Draw., Mens., Bkkp.

Age 22. S.K. Draw. Certs. Res. 30/. to 40/.
21074. Fr., Ger., Piano, Violin, Sing., Draw., Eng.,
Lat., Chem. Age 38. Res. or non-res.

21075. Lat. (good), Greek, Fr. (convers.), Ger.,
Shorthd., Bkkp, Eng., Sing., Nat. Phil., Sports.
Age 29. Res. 40/. ; non-res. 100/.

21076. Fr. (thoro.). Lat., Greek, Math. Age 24.

B. -bs-Let. As Tutor in a Family. Res.

21077. Eng. subj., Arith., Fr. (acq. abr.), Shorthand,
Sports. Age 26. Res. 35/. > non-res. 80/.

21078. Ger., Violin, Piano. Age 29. Non-res.
21079. Eng. subj. (good), elem. Lat.., Fr., Math.,
Chem., Physics, Draw., Bkkp., Piano, Theory’. Age

18. 1st Cl. C P. (Hon.). 30/. to 40/. res.

21080. Eng. subj., Fr., Lrt., Draw., Paint. Age 42.

As Headmaster, ic.

21081. Math,, Chem., Lat., Gk., Eng. Age 21.

Undergrad. Camb. Res. 35/.

21082. Fr., some Eng. Age 28. B.-es.-Sc. Res.
Mutual Terms.

21083. Class, (good), elem. Math., Eng. subj. Age

19. Trin. Coll. Dub. Res. 40/.

21084. Fr., elem. Ger., Lat., Eng. Age 21. A Stviss.
Res. Mod. salary.

21085. Eng. (thoro.), Lat., Gk., Math., Mech.,
Shorthand. Age 31. Trin. Coll., Dub. Res.
50/. to 60/.

21086. Eng. subj., Math., Mens., elem. Mech., Lat.

Age 31. Non-res. 90/. to 120/.

21087. Lat., Gk., Fr., Eng., Math. Age 21. 1st
Cl. C. P., Sen. Camb, Res. 30/.

44

21088. Fr. (all branches). Lat., Gk. Age 22. Licen.-
es.-Let. Non-res. or Visiting.

21089. Eng. subj., Fr., Lat., Math., Draw. Age 23.
Res. About 30 Z.

21090. Lat. and Gk. (good), Math., Fr., Eng. (Lit.,
&c.), Sing. Age 19. Oxf. and Camb. Higher
Cert. Res. 50 7.

21091. Eng. subj., Lat., elem. Gk., Fr., Math., Mech.,
Phys. Age 31. A. C.P. ; R. Univ. Ireland. Res.
or non-res. Mod. salary.

21092. Eng., elem. Lat. and Gk., Fr., Math., elem.
Draw. Age 22. Undergrad. Camb. Res. 351.
to 50/.

21093. Eng. subj., good Lat., Fr. and Math., elem.
Gk., Draw, (mech.), Mech. Age 17. 1st Class
C. P. S. K. Queen’s Prize in Math, and adv.
Draw. Cert. Res. About 25?.

21091. Eng. subj., elem. Lat., Gk. and Fr., Math.,
Pbys. Age 18. 1st Cl. C. P. (Hon.), 2nd Prize
Nat. Sc. ; Lond. Matric., 1st Div.

2109G. Lat., Fr. (convers.), Eng. subj., Math., Sound.
Light, Heat, Mag. and Elec., Physiog., Mech. Age
22. Matric. R. Univ., Ireland; S. Iv. Sc. Certs.
Res. 307. to 457. ; non-res. G0Z. to 857.

21097. Lat. (good), Gk., Fr., Eng. subj., Math.,
Drill, Gymnis., Sports. Age 2G. Res. 507. ; non-
res. 100/.

21099. Chem., Phys., Bot., Geol., Phvs., Math., Fr.,
Class., Shorthand. Age 21. 1st B.A. Lond.;
S. K. and Sc. Certs. Res. 30/.

21100. Lat., Gk., Fr. (good), elem. Ger., Bkkping..
Shorthand (good), Draw. Age 29. C. M. Lond.
Matric., 1st Division. Non res. 100/. ; res. GO/.
21101. Eng. subj., Math., Fr., elem. Lat., Draw.,
Paint., Mens., Heat. Age 20. Res. 20/. to 25/.
21102. Math, (good), Eng. subj., Lat., elem. Fr.,
Draw. Age 19. 2nd Cl. C. P. ; Jun. Camb.
(Hon.) Tutor in a family. Res. or non-res.
21103. Eng. subj., Math., 'Lat., Gk., Fr. Age 21.
Jun. Oxf. Res. 20/.

21104. Eng., Math, (good), Lat., Gk., Fr. and Ger.
(thoro., acq. abroad). Age 35. C. P. Teachers’
Exam. Res. or non-res.

21105. Lat., Gk., Eng. subj., elem. Math, and Fr.,
Shorthand. Age 24. Non-res. or res.

2110G. Lat. and Gk. (good), Eng., Fr., Math., Chem.,
Nat. Phil., elem. Biol., Athletics. Age 23. Under¬
grad. Camb. Res. 40/. to 50/. ; non-res. 80/. to
100/.

21107. Math., Class., Fr., Eng., Sci., Draw., Piano,
Sing. Age 36. B.A. Lond. Trained and Cert.
Master. Non-res. 120/. to 300/.

21108. Eng. subj., elem. Fr., Ger., and Lat., Cliem.,
Shtliand. Age 17. Res. 257.

21109. Math, (conics, &c.), Mech., Eng., Lat., Gk.,
Fr., Chem. (prac.), Draw. Age 22. Open Math.
Scholar Camb. 1st B.A. Lond. Res. GO/. ; non-res.
from 1 00/.

21110. Fr., elem. Ger., Draw., Lat. Age 43. B.-es-Let.

Non-res. from 80/., or Visiting.

21111. Eng., Class., Math., elem. Fr., Mus„ Chem.
Age 21. B.A. Lampeter. Res. about 40/.; non-
res. 80/,

211 12. Lat. and Fr. (good), Fr., Eng. (thoro.), Math.,
Shtliand. Age 27. B.A. Lond. Res. 70/.; non-
res. 130/.

21113. Eng. subj., Math., Lat., Fr. Age 18. 1st
CL C.P. ; Jun. Camb. Res. 20/.

21114. Math, (adv.), Physics, Chem., Phys., Zoo.,
fair Eng. and Class. M.A. St. Andrews, 1st B.Sc.
Res. 80/. to 100/. ; non-res. 120/. to 150/.

21115. Lat., Gk., Fr., Ger., Arith., Alg., Eng. subj.,
Draw., Athletics and Sports. Age 21. Res. 25/.
2111G. Eng. (thoro.), Lat., Gk., Math, (to calculi.),
Nat. Phil., Chem., Logic., Fr. and Ger. (conver.),
Shthand. Age 48. M.A. Res. or non-res.

21117. Math., Nat. Phil., good Eng., Lat., Fr., Ger.,
Draw. Age 20. Lond. Matric. Res. 40/. ; non-
res. 80/.

21118. Lat., elem. Gk., Eng. subj. (all). Univ. Coll.
Durham. Res. 15/. to 20/.

21119. Eng. (thoro.), Draw, (all styles), Paint, (oil
and w. col.), Science (lectures, Ac.), Math. Bkkeep.,
Shthand. Medals and Studentship S. & A. Dept.
Res. 45/. to GO/, non-res. or Visiting.

21120. Math, (all), Chem., Phys., Geol., &c., Class,
(mod.) Age 33. B.A. Oxon., 1st Cl. Hon. in
Nat. Sc., M.A. Glasgow, lion. Math. Res. 100/.
or Visiting.

21121. Eng. subj., Draw., Math, (elem.), Lat. and Fr.

(fair). Sports. Age 25. Res. 40/. ; non-res. 80/.
21122. Fr., good Draw, and Writ., Mus. Age 45.
Univ. France. About GO/.

21123. Nat. Sci., Chem., Physics, Math., elem. Lat.
and Ger. Age 23. S.K. add. Sc. Certs. Non-res.
min. 60/.

THE EDUCATIONAL TIMES

21124. Eng., Fr. and Ger. (thoro., convers., Ac.), and
gen. Sell. subj. Age 48. A. C.P. Non-res. or Visit.
21125. Class., Math., Nat. Phil., Fr., Eng., elem.

Mus. Age 21. B.A. Camb. 30/. to 40/.

21 126. Ger., Fr., Lat., elem. Draw. Age 30. Phil. Dr.
Res. 40/.

21127. Eng., Fr., Gk., Lat., Math., Mech., Chem.,
Shthand., Mus. (Piano and Organ), elem. Ger.
15/. to 25/.

21128. Fr., Draw., Mus. (Violin, Flute, Ac.), Lat.
elem Science, Gymnas. Age 2G. Res. 40/. ; non-
res. 100/.

21129. Eng. subj., elem. Fr., Lat. and Alg. Age 21.

Non-res. 50/. to 55/. ; res. 20/. to 25/.

21130. Eng. subj., Math., elem. Fr. and Lat., Chem.,
Physics. Age 20. 2nd Cl. C.P., S.K. Sc. Certs.
157. to 20/.

21131. Eng. subj., Math., elem. Lat., Fr. and Ger.,
Chem., Phys., Physiog., Elec, and Mag., Eloc.
Age 1G. Lond. Matric., 1st Cl. C.P. 20/. res.

Regis'ter. GOVERNESSES.

8389. Eng., Draw., Mus., elem. Lat., Ger., Arith.,
Ndlwk., Kindergarten (Certd. Home and Col. Tr.
Coll.). Non res. 30/. to 40/.

8390. Eng., Arith., good Fr., Mus., Harm., Draw.,
elem. Lat., Bot., Kindergarten (Certd. Home and
Col. Tr. Coll.). Sen. Camb. Non- res. 30/. to 40/.

8391. Fr., Piano. Age 20. Diplomc'e. 25/. to 30/.

8392. Eng. subj., Fr., Ger., Mus., Draw., Ndlwk. and
cutting out. Age 28. 40/.

8395. Eng. subj., Fr., Ger., jun. Lat., Draw., Paint,
(oil and water-colour), Mus. Age 28. Family.,
30/. to 35/.

8396. Eng. (thoro.), good Arith. and Mus., Bk., Pol.
Econ., Draw., Fr. Age 21. 1st CL C.P. Res. 25/.
to 30/. ; non-res. 40/.

8397. Eng. (adv. Lit., Hist., Ac.). Arith., Fr. (acq.
abroad), Lat., elem. Mus. Prep, for Exams.
Age 2G. Higher Camb. Visiting.

8398. Eng. (adv. Lit., Ac.), Arith. (thoro.), Lat.,
Greek, Paint. Age 40. Non-res. or visiting.

8399. Eng., Ger. (fluent), Fr., Draw., good Piano.,
Violin, and Sing. Age 19. Res. or non-res., from
25/.

81C0. Ger. (Lit., convers., Ac.), Science, Draw.
Prep, for Exams. Age 45. Daily or visiting.

8402. Eng. subj., Arith., Alg., Draw., Mus., Fr.
elem. Ger. Age 25. 1st CL C. P. Res. 30/. to 35/. ;
non-res. 65/.

8403. Eng. (thoro.), Fr. and Ger. (acq. abroad)
Phys., Bot., Physiog., Draw., Paint. Age 23.
1st Cl. C. P., Sen. Oxf., S.K. Sc. Certs. Non-res.
preferred.

8404. Eng., Maths., Fr., elem. Lat., Piano., Draw.
Age 21. Sen. Oxf., Higher Camb., Jun. R.A.M.
Res. 35/. to 40/.; non-res. 70/. to 80/.

840G. Eng., Fr.(fluent, Paris), Ger., Lat., good Piano,
and Sing., Draw., adv. Arith., Bot., Astron. Morn¬
ings or visiting.

8407. Musical Drill, Calls., Swimming. 10s. Gd. per
hour. Age 24.

8408. Arith., Elocution, Eng. (gram, and comp.),
elem. Sci. Prep, for Women’s Camb., Sen. Oxf.,
Lectures, Ac. Age 4G. Visiting.

8410. Eng. (Lit., Hist-., &c.), Fr. (Lit., &c.), Arith.,
Bot., Ac. Age 28. Sen. and Higher Camb. (Hon.).
Visiting.

8411. Eng., Mus., Fr., elem. Draw., Ndlwk. Age 25.
Daily 257. to 40/.

8415. Ger. and Fr. (gram, and convers.), elem. Mus.
and Eng. Age 40. 35/.

8416. Eng. subj., Arith., Fr., elem. Ger., Draw. Phys.
Age 25. St. Andrew’s Univ. cert. Non-res 80/.

8419. Eng., Mus. and Sing, (good), Draw., Paint,
(oil and water-colour), Fr., elem. Lat. and Ital.
Res. or non-res. from 30/.

8420. Eng. and Arith. (thoro.), Fr. (fluent, acq.
abroad), Ger., Lat., good Mus., Draw. Age 28.
A. C.P. Daily 100/. to 120/. ; mornings GO/, to 70/.
res. 80/.

8421. Eng. subj., Math. A.ge 24. Higher Camb.
(A and II). 40/. to 50/. res.

8422. Eng. (Lit., Hist., Ac.), Fr., Ger., Lat., Mus.
Sing., Draw. Age 38. Higher Camb. Visiting.
Prep, for Exams.

8424. Maths, (all branches), Lat. and Eng. (for Lond.
Matric.) Age 24. 1st Cl. Mathematical Tripos,
Camb. (equal to 34th Wrangler). Visiting.

8425. Mus., Piano., good Fr., Eng. Age 32. L.A.M.
Res. 20/. to 30/.

[Jan. 1, 1889.

8427. Eng. (adv. Lit., Hist., Ac.), adv. Arith. and
Fr. (convers., Ac.), Bot., Physiog., Hygiene, elem.
Mus., Draw., Math., Lat., and Ger. Age 21. Sen.
Oxf., Sen. and Higher Camb. (lion.). Res. 40/. ,
non-res. 60/.

8428. Eng. subj., Mus., Piano., Sing., Fr. (convers.).
Age 25. 2nd Cl- C. P. Mornings 307. to 35/.

8429. Piano., Theory, Harm., Sing Age 19. Student
L.A.M. Medallist. Non-res. or visiting.

8430. Eng. and Arith. (thoro.), Alg., Fr., Lat., Mus.
Draw., Paint, (oil and water- colour). Age 25.
Res. 30/. : non-res. 40/. to 50/.

8431. Mus. (good), elem. Fr. and Ger., Jun. Eng. and
Arith. Age 21. Sen. Trin. Coll. 25/. res.

8432. Eng., Arith., Mus., Fr., Ger., elem. Draw. Age
23. T.C.L. Cert. 25/.

8433. Eng., Mus., elem. Fr. Age 21. Trin. Coll.
Cert. 20/.

8434. Eng. (adv.), Fr., Ger. (fluent), Mus. (good),
Draw., elem. Lat. Age 21. 1st Cl. C. P., Sen.
Camb. Family. Res. cr non-res. 50/. to GO/.

8436. Eng. (hist., lit., Ac.), Arith., Fr., Ger., Draw,
(thoro.), Bot., Drill. Age 28. Sen. Camb. ; High.
Camb. (part), Home and Col. Train. Coll. Non-
res. 15o/, About.

8437. Eng., Fr. and Ger. (acq. abr.), Phys , Draw.,
Kindergarten. Age 29. 2nd C’l. C. T., Ac. Non-
res. 70/. ; res. GO/.

8438. Eng., Fr., Draw., Mus. (adv.), Har. Age 22.
Sen. Trin. Coll. Non-res. GO/.; res. 45/.

8139. Eng. subj. (good), Eloc., Fr. (acq. abr.), Ger.
(good), Lat., Math, Mus., Dane. Age 21. Sen.
Edin. Exam. Res. 30/.

8440. Eng. (thoro.), Fr., Lat,, Draw., Math., Sc.
Age 21. Lond. Matric.; Sen. Camb. ; S.K. Draw,
and Sc. Certs. Non-res. About. 60/. ; res. 40/.
8443. Eng. (good), Arith., Fr., Lat., Alg., Euc., elem.
Physics, Dra., clem. Paint, and Ger., Drill. Age
18. Sen. Camb. 20/.

8445. Piano, Theory. Age 23. Teachers’ Cert.
R.A.M. Non-res. or Visiting.

8447. Eng. (thoro.), Fr. (convers,), Draw., Mus ,
elem. Lat. Age 22. 2nd Cl. C. P. 30/.

8448. Eng., Fr., Lat., Math., elem. Ger., Bot., Phys.,
Chem, Sound, Light and Heat. Age 21. Lond.
Matric., S.K. Sc. Certs. Non-res. 45/.; res. 35/.

8419. Ger., Fr., Ital.. Jun. Mus., elem. Eng., Ndlwk.

Age 30. Diplome'e. Res. 40/. ; non-res. 100/.
8450. Mus. (pract. and theo.), Eng. subj., Arith., Fr.,
elem. Ger. and Draw. Age 22. Sen. Camb.
(Hon.), R.A.M., Sen. Loc. 40/. to 45/.

8151. Mus. (adv.), jun. Fr. and Eng. Age 19. Sen.
Trin. Coll. Non-res. 40/. to 50/.

8452. Eng., Math., Bot., Chem., Fr., elem. Ger.,
Draw. Age 25. 1st Cl. C. P. Res. 30/. to 35/. ;
non-res. GO/, to 70/.

8453. Mus. (theo. and pract.), Ger. (acq. abroad).
Age 22. T.C.L. 40/. to 507. Res.

8454. Kindergarten (all subj.), with Prep. School
subj., Calis. Age 21. Lower Froebel Exams., 2nd
Cl. C. P. Res. 30/. ; non-res. GO/.

8455. Fr., elem. Mus. and Draw., Needlework. Prep,
for Exams, in Fr. Age 23. Diplome'e. Res. 30/,
Or Non-res.

8459. Fr., Piano, Eng. Age 37. 40/.

81G0. Eng. (good), Fr., Arith., elem. Phys. and Bot.

Age 19. 1st Cl- C. P. 20/. to 25/.

84G2. Lat., Gk., Math., Zoo., Phys., Chem., Eng", Fr.,
Piano, Organ, Drill. Age 23. B.A. Lond. 1st Div.
Res. 100/. ; non-res. 150/.

8463. Piano, Theory, Sing. Age 32. Student at
R.A.M. Res. 50/. ; non-res. 100/.

8464. Eng., Fr., Ger., Mus. Age 18. Sen. Camb.
In good school to gain experience. Recip. terms.

8465. Fr., Piano. Age 20. Diplome'e. 25/.

8466. Piano, Organ, Harm., Theory. Age 32. Daily
or Visiting.

8467. Eng., Arith., Draw., Paint., Mus., Fr., elem.
Lat. and Ger. Age 2G. Higher Camb. (part).
45/. to 50/. res.

8469. Eng. subj., Mus. (good), elem. Fr. and Draw.
Age 19. Sen. Oxf. Dailv 40/.; Morning 20Z. to
25/.

8470. Eng. and Arith. (good), Alg., Euc., Fr., Lat,
Grk., Draw. Age 19. Res., mod. salary.

8471. Eng. and Arith. (adv.), Fr., Ger., Lat., Mus.
Age 24. Sen. Edin.; Higher Camb. Hon. Eng.
Camb. Teacher’s Exam. Non-res. 70/.; res. 401.
to 50/.

8472. Eng. (thoro.), Fr., Ger. (acq. abr.), Draw.,
Mus., clem. Lat. Age 23. Res. 30/. ; non-res. 45/.

8173. Eng. (lit., Ac ), Fr., Ger., Arith., Mus., Draw.,
elem. Lat.., Eng. subj. Age 10. Morning or Aft-jr
noon. 40/. to 50/.

8474. Eng. subj., Fr.* Mus. Age 27. Res. 25/.

THE EDUCATIONAL TIMES.

45

Jan. 1, 1889.]

8475. Eng., Fr , Mus., Har., Sing., Draw. Age 22.
Jun. Camb. (Hon.) ; Sen. Oxf. lies, in family.

8176. Eng. subj., Arith., Fr., Math., jun. Ger., Mus.
anil Lat. Age 18. Jun. Camb. Res. Small salary,
and help with studies.

8177. Fr. (all branches), Draw., Paint, (oil and
wat. col.), Drill, jun. Eng. Age 21. Dinlome'e
lies, about 30/.

8178. Gcr., Fr., Mus., Draw., Paint. Age 37. Gov.
Teacher’s Cert. Daily or res.

8479. Eng. subj., Fr., elem. Ger. and Lat., Mus., Sing.,
Draw., Paint. Age 19. S. K. Draw, certs. Res.
or non-res.

8480. Piano, Theory, Sing. Age 21. Medallist

R. A.M. Res. 35/. to 40/.

8481. Eng., Draw., elem. Fr. Age 18. Res. Mutual
terms, with accomplishments.

8482. Math., Fr., Science, Hist., Geog. Age 21. Sen.
Camb., Higher Camb. (part), and Teacher’s Cert.
Non-res. 90/.; res. 50/.

8183. Eng. subj., Ger. (acq. abr.), Fr., Mus., Draw.,
Ndlwk. Age 27. Daily, about 00/ ; Mornings 30/.
8484. Music (prac. and theory, Eng. Sen. R.A.M.,
Trin. Coll., Sen. Camb. Age 19. In good School,
18/. to 20/. res., with good lessons in Music.

8185. Eng., Aritli., Mus., elem. Fr., Draw. Age 18.
Res. about 20/.

8480. Piano, Harmony, Sing, (solo and class), Draw.,
Paint, Age 23. Ccrtd. Student R.A.M. Res. 40/.,
or non-res.

8487. Draw, (freeh., mod., geom., p.), Paint, (from
nature), Fr., Bot., good Mus. Age 21. Jun. Camb.,

S. K. Art School Teachers’ Cert. Non-res.

8188. Eng., Math, and Fr. (adv.), Lat., elem. Greek,
Mus., Draw., Paint., Bot., Client. Age 24. Inter.
B.A. Lond., Higher Camb. (Hon.). Visiting.

8189. Eng. (thoro.), adv. Lat., Fr., Ger., Math. Age
23. Lond. Matric. (Hon.), luter. B.A. (1st CL).
Non -res. 75/. to 100/. ; res. 40/ to 00/.

8490. Lat., elem. Greek, Ger., Fr., Math., Mental
and Moral Sci., Eng. Lang, and Lit., Nat. Phil.,
good Mus., Draw. Age 22. B.A. Lond. Sen.
prac. R.A.M. Res. 65/. to 70/. ; non-res. 100/.

8491. Eng., Lat., Ger., Fr., Math., Draw. Age 30.
Lond. Matric. Visiting.

8192. Eng. subj., Aritli., Alg., Fr., Ger., elem. Mus.,
Draw. Age 19. Higher Camb., Sen. Oxf., 1st
Cl. C.P. 20/. to 25/.

8193. Eng. subj. (adv.), Aritli., Fr., Sci , Draw.,
Paint. Age 24. Sen. Oxf., Sen. Camb., S.K. D
Cert, and Sci. Certs. 35/. to 40/. res.

8191. Eng. subj., Fr., Mu*. (tlieor. and prac.), Draw.,
Phys., elem. Lat. and Alg. Age 25. A.C.P., Trin.
Coil. 40/. res.

8195. Gen. Eng. subj., Fr., Hot., Pbvs., Aritli., <fcc.
Age 30. A.C.P., C.M., S.K. Sci. Certs. Visiting,
evenings.

8496. Eng. and Arith. (thoro.), Fr., clem. Lat., Ger.
and Math., Zoo. and Phys., Harm. Age 21. Higher
Camb. (A, B, and II), Sen. Camb. (Hon.). Res.
50/.; non- res. 85/.

8497. ling., Mus., elem. Lat., Fr, and Alg. Age 20.
Daily, 18/. to 30/.

8498. Eng. subj., Math, (adv.), Lat., Fr., elem. Sci.,
Mus. Age 24. Mafric. Royal Univ. Irel. Gold
Medal for Math. Inter. ICdue. Board. 1st Cl. C.P.
(2nd in Honours list). Res. about 60/.

8499. Eng. subj., Math., Fr., Lat. (good), Bkkp.,
elem. Mus. Age 21. 1st Cl. C.P., Sen. Camb.
Loud. Matric. Non -res. 60/. to 70/.

8500. Ger., Kindergarten, Ndlwk. Age 30. Morning
or Afternoon.

8502. ling, (thoro.), Math., Fr., Ger., Lat., Mecli.,
Bot., Chem., Mus.

8503. ling., Mus., Fr., clem. Lat. Age 35. Mor¬
ning or Afternoon. From 25/. S.W. Lond.

8504. Eng. subj., Arith., Fr. Age 3 ). Durham
Univ. Loc. Res. in Lond. 15/. For part day.

8505. Eng. subj., Math., Fr., Ger., Bot., Phys., Pol.
licon., Mus. Age 20. 1st Class C. P. ; Sen.
Camb. (Hon.) Res. 35/.

8506. Eng., Fr., Ger., Piano, Organ, Sing., Draw.,
Paint. Age 26. Res. About 40/. Or non-res.

8507. Eng., Fr., Bkkeepg., Mus., good Aritli. Age
20. 2nd Cl. C.P. About. 20/. Res.

8508. Eng., Mus., elem. Fr., Ndlwk., Calis. Age 20.
As Nursery or Jun. Gov. 18/. to 20/.

8509. Eng., Math., Fr., Ger., elem. Lat., Piano,
Draw. Age 17. 2nd Class C.P. Res. 15/. to 20/.

8510. Jun. Eng. subj., Mus. and Fr. Age 17. As
Gov. Pupil. Mutual terms with lessons.

8511. Mus. (adv.), Har., Theory, Prep, for Exams,
also Eng., Fr., and Ger. Mornings or Visiting.

8512. Eng., adv. Lat., Fr., Ger., Aritli., elem. Draw,
and Phys. Age 26. Scholarship, Trin. Coll.,
Dub. Res. 30/.

8513. Eng. (good), Math., Bot., Fr., Ger., Mus.,
Draw. Age 20. 2nd Cl. C.P. ; Sen. Camb. (Hon.) Res.

8514. Eng. (adv.), good Fr., Lat.., Mus., elem. Ger.
and Alg. Age 32. Sen. Camb. Daily. 70/. to
80/. ; res. 50/. to 60/.

8515. Gen. Eng. subj., Fr. Age 22. Res. Small
Salary. VVitli Lessons in Music.

8516. Eng. (good), Fr., Mus., Sing., liar,, Draw.,
Paint., Dane, and Calis. Age 26. Non-res. 60/. ;
res. 40/.

8519. Kindergarten, Draw., Ndlwk., Mus., Drill.
Age 19. Morning or Daily. 30/. to 50/.

8521. Class., Math., Fr., gen. Eng. Age 26. B.A.,
Lond. Non-res. about 100/. ; or good res. in Lond.

8522. Eng. subj., elem. Fr., Mus., Draw., Kinder¬
garten (Cert. Home and Col. Tr. Col.) 2nd Class
C. P. Res. 20/. to 25/.

8521. Eng. (good), Fr., Ger., elem. Lat., Math,
(good), Mus., Draw. Age 23. Sen. and Higher
Camb., 1st Class C.P. From 20 Z. res. and 50/.
non-res.

8526. Eng. (good), Fr., Ger., Piano, Theory, Draw.,
Kindergarten. Age 18. 2nd Cl. C.P. Morning or
Daily. 20/. to 25/.

8527. Eng. (thoro.), Fr., Mus,, Draw., Sing., Needle¬
work, Kindergarten (Train, and Cert. Home and
Col. Coll.) Non-res. 40/. to 60/. ; res. 20/. to 30/.

8529. Eng., adv. Fr. and Ger., Arith., elem. Lat. and
Draw. Age 22. Higher Camb. and Teachers’
Exam. Non-res. 80/. to 100/.

8530. Eng. and Arith. (good), Lat., Fr., Math., Phys.
Age 23. R. Univ. Ire. Res. or non-res.

8531. Eng., Fr. anil Ger. (fluent, acq. abroad), good
Jlus. and Sing., Ncedlewk. Age 27. Res. 70/.

8532. Piano, Theory, liar., solo and class Sing.,
elem. Eng. and Fr. Age 20. Res. about 30/. ; or
non-res. In Lond.

8533. Eng. subj., Math., fluent F., Ger., elem. Mus.
and Lat. Age 22. Sen. Camb. Non-res. 50/. in
Lond., or Res. Mutual terms. For 2 hours teach¬
ing daily.

8534. Eng. subj., Arith., Mus., Draw. Age 17. 2nd
CL C.P. Res. Mutual terms.

8535. Eng. subj., Mus., Fr.. clem. Lat., Draw., Paint.
Age 18. Jun. Oxf. Res. Mod. salary.

8536. Fr. Age 28. Diplomc'e, Acad, of Paris Non-
res. or Visiting.

8537. Eng. (thoro.), Fr. (fluent', elem. Ger. and Lat ,
Mus., Paint. Age 21. Daily or Res. 45/. to 55/.

8538. Eng., Piano, Theory, Draw., Fr., elem. Lat.,
Kindergarten. Age 33. Durham Sen. (Hon.)
25/. Res.

8539. Eng. and Arith. (thoro.), Bot , Phvs., elem.
Fr. and Lat , Mus. Age 21. Jun. Camb. ; Higher
Camb. (part). Morning or Daily. 30/. to 50/.

8540. Eng. subj., Fr., elem. Lat. and Ger., Mus.,
Draw. Age 21. Res. 25/.

8541. Eng., Fr., Ger. (convers.), Lat., good Mus.,
clem. Draw., Alg. and Euc. Age 21. Camb. Loc.
and Teachers’ Cert. Res. 40/.; non-res. 60/. to 70/.
Family.

8542. Eng., Arith. (good), Math., Lat., Fr., elem.
Mus. Age 23. Undergrad. 1{. Univ. Ire. 20/.
to 30/.

8543. Eng., Math., Cliem., Phvs., Bot., Ac., Lat.
Ger., some Mus. and Draw. Age 23. B.A. Girton
Coll. Camb., Hon. Nat. Sci. From 40/. res., or
non-res.

8544. Eng., Math, (good), Lat., Fr., Ger., good Mus.
Age 27. Non- res. 40/. to 5)/.

8545. Mus., Ger. (conver., Ac., acq. abr.), Fr., Eng.
subj. Age 18. 2nd Cl. C.P. Daily.

8546. Eng. (good), Fr., Ger., elem. Lat., Math., good
Mas. Age 20. Sen. Camb. Daily.

8547. Eng. subj., good Arith., Draw., Mus., Fr.,
Bkeeping., Drill. Age 21. 2nd Cl. C.P. 25/. to
30/. res.

8548. Fr., Ger. Age 22. Diplomc'e. Res. 35/.

8549. Piano, Solo and Class Sins., Theory, Eloc.
Age 24. Sen. R.A.M., Sen. Trin. Coll. Res. or
r.on-res.

8551. Eng., Fr. (acq. abr.), Draw., Mus. Age 18.
Res. 20/.

8552. Piano, Sing., Har., Organ, Theory. Age 30
Assoc. Pianist and Organist Trin. Coll., also
Medallist. Res. or non -res.

8553. Eng. subj. (thoro.), Fr., elem. Lat, Age 32.
As Head Eng. Gov. Res. 40/.

8554. Eng., Fr., Mus., Draw., elem. Lat., Kinder¬
garten, (Cert. Home & Col. Coll.) Age 19. 1st
Cl. C.P. Jun. Camb. 20/. to 25/. res.

8555. Eng. and Arith. (adv.), Fr., Gcr., Phys. Age 25.
LL.A. St. Andrews. 40/. res.

8556. Eng., Arith., Fr.. elem. Gcr., Mus., Bot., Phys.
Age 18. 2nd Cl. C.P. Res. 15/.

8557. Gcr. (thoro.), Fr., Mus. and Eng. (jun.) Age 23.
Res. 35/. to 50/.

8558. Eng. (adv. lit., Ac.), Arith., good Lat., Fr ,
Ger., Mus., Draw., Calis. Daily 60/. ; Morning 45/.

8559. Eng., Fr., Ger., elem. Lat., Mus., Euc., Draw.,
w. col. Paint. Age 19. 15/. to 20/.

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MASTERS AND GOVERNESSES, Ac.

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Pupils for Public Examinations, is kept at the Col¬
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HEAT.

A School Course on Heat. By W. Laeden, M.A., Assistant Master in Cheltenham College, late Science Scholar,

Merton College, Oxford. Fourth Edition. Crown Svo, cloth, Es.

Adopted at Rugby, Clifton, Bedford, Birmingham, and other eminent Schools and Colleges.

MATHEMATICS,

Algebra for the Use of Schools and Colleges. By William Thomson, M. A., B. Sc., F.R.S. E., Member of the

London Mathematical Society ; Member of Council of the University of the Cape of Good Hope; and Professor of Mathematics, Stellenbosch College; formerly
Assistant-Professor of Mathematics in the University of Edinburgh. Crown Svo, cloth, 4s. (id. ; with the Answers in one, 5s. ; the Answers separately. Is. (id.

“ A prominent, feature is that every important principle is copiously illustrated by well-selected examples, of which a large number have been fully worked out.
The explanations arc lucid, and in fact the book is quite on a level with recent works on the same subject that have come under our notice.” — Academy.

Exercises on mensuration for Junior Students. Containing 300 carefully constructed Questions, with

• General Directions for their Solution, and Explanatory Diagrams. By T. W. K. Start, Assistant Master at the Manchester Grammar School. Crown Svo, cloth limp, 8d.
“ The questions, which have been carefully constructed, are of a useful, practical character.” — Saturday Review.

A Primer of Orthographic Projection. Elementary Practical Solid Geometry clearly explained. With

numerous Problems and Exercises. Specially adapted for Science and Art Classes, and for the use of Students who have not the aid of a Teacher. B.y Major G. T.
Plunkett, Royal Engineers. Crown 8vo, cloth, very numerous Diagrams, &c., 2s.

“ Easy and attractive exposition. . . . An explanatory work calculated to be very welcome to the student who cannot get all the help he wants from the teacher.'’

School Board Chronicle.

NAUTICAL ASTRONOMY.

A Treatise on Nautical Astronomy , for the Use of Students. By John Meerifield, LL.D., F.R.A.S., F.R.Mot.Soc.,

Head Master of the Navigation School, Plymouth. Crown Svo, 7s. (id.

“ The methodical arrangement, the clearness of the explanations and proofs, and the excellent collection of exercises . . . make the work useful to students of
physical astronomy generally as well as to those of navigation.”— Schoolmaster.

AGRICULTURE.

Agriculture in its Eclat ions With Chemistry. By E. H. Storee, S.B., A.M., Professor of Agricultural

Chemistry in Harvard University. 2 Vols., Svo, 25s.

“ To all who are interested in agriculture, and are able to understand a scientific treatise, we commend this book, which we hold to be in many respects the best
which has yet appeared.” — Saturday Review.

Profitable Dairy Panning. By H. M. Upton. Crown Svo, 2s.

A kind of epitome of the most important, and an outline of the latest information on this subject will be found in this small volume.

“ A practical and excellent handbook.” — Saturday Review. “ Contains many a useful maxim and much serviceable information.” — -t : C ural Ga zcttc.

HYGIENE.

Health for the People. By Dr. Andrew Wilson, E.R.S.E., &c., Editor of Health. Crown Svo, cloth, 7s. Gd.

“ Dr. Wilson’s book is, as one might expect, full of entertainment and utility.” — Spectator.

“ The most general and casual of readers cannot fail to derive many valuable hints from these essays .''—Daily Chronicle.

Home Experiments in Science. For Old and Young. A Repertory of Simple Experiments with Home-made

Apparatus, including Mechanics, General and Molecular Physics, Sound, Light and Heat, &e. With detailed Instructions in the necessary Mechanical Operations,
and Illustrations of the Experiments and Apparatus. By T. O'Conor Sloane, E.M., A.M., Ph.D. Illustrated by 97 Engravings. Crown Svo, doth. Us.

“ The most expert of young experimentalists can hardly fail to become a practised hand by the study of this capital guide.” — Saturday Review.

London : SAMPSON LOW, MARSTON, SEARLE, & RIVING-T0N, Limited, St. Dunstan’s House, Tetter Lane, Fleet Street, E.0,

48

THE EDUCATIONAL TIMES.

[Jan. 1, 1889.

CASSELL & COMPANY’S ANNOUNCEMENTS.

Ready Shortly, price 7s. Cd.

CASSELL’S NEW GERMAN DICTIONARY.

GERM A N-EN GUSH, ENGLISH-GERMAN.

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Now Ready. Complete in 14 Divisional Volumes, containing upwards of 5,000 pages, extra crown 4to, cloth, price 10s. 6d. each

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To be issued also in Monthly Volumes. Vol. I. ready January 2-1.

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RECENT BOOKS.

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The Laws of Every-day Life. For the use of Schools.
By II. O. Arnold-Fokster, Author of “The Citizen Reader.” Tenth
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The Citizen Reader. By H. O. Ahnold-Fokstek. Illustrated
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Marlborough Arithmetic Examples. 3s.

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By W. Stewart Thomson, M.A., F.S.Sc., F.R.G.S. Is.

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THE

EDUCATIONAL

AND

Journal of t College of preceptors*.

VoLXLII.] New Series, No. 834.

FEBRUARY 1, 1889.

f Registered for . \
l Transmission Abroad J

Price to Non-Members, Gd.
By Post, 7 d.

pOLLEGE OF PRECEPTORS.—

V7 EXAMINATIONS FOR 1S89.

1. DIPLOMAS. — The Midsummer Examination of
Teachers for the Diplomas of the College will commence
on the 2nd of July, 1889.

2. PUPILS’ EXAMINATIONS. — The Midsummer
Examination of Pupils in Schools, or under private
tuition, will commence on the 4th of .Tune, and the
Christmas Examination on the 3rd of December.

N. 15.— The Higher Certificates of the College are re¬
cognised by Her Majesty’s Judges, and by the General
Medical Council, as guarantees of good general educa¬
tion ; and consequently the holders of them, who may
be intended for the Legal and Medical Professions, are
exempted from the necessity of submitting to the Pre¬
liminary Literary Examinations held by the Incorpo¬
rated Law Society, and by the various Medical Cor¬
porations of the United Kingdom. The Lords of the
Committee of Council on Education admit the holders of
the same Certificates, without further examination, to the
Competition for allowances granted to Students of the J u-
nior Training Class of the National Art Training School.
All the College Certificates above the Third Glass, the
holders of which have passed an Examination in Latin,
are also recognised by the Pharmaceutical Society and
the Royal Veterinary College.

3. EXAMINATIONS FOR CERTIFICATES OF
PROFICIENCY IN MERCANTILE SUBJECTS.—
These Examinations will take place on the 3rd of June
and the 2nd of December.

4. PROFESSIONAL PRELIMINARY EXAMINA¬
TIONS. — These Examinations are held in March ahjl
September. The next Examination will commence on
the 5th of March, 1889.

5. INSPECTION OF SCHOOLS.— Visiting Examiners
are appointed bv the College for the Inspection and
Examination of Public and Private Schools.

PRIZES.

Diploma Examination.—' The following Prizes will be
competed for : Theory and Practice of Education, £10 ;
Classics (Greek and Latin), £5; Mathematics, £5;
Physical Science, £5.

Pupils’ Ex amination. — The “ Isbister Prize ” will be
awarded to the Candidate who stands First, and the
“Pinches Memorial Prize’’ to the Candidate who stands
Second in General Proficiency. Prizes of Books will also
be awarded to the Third and Fourth in General Profi¬
ciency, and to the First and Second in the following
subjects: — Classics, Mathematics, Modern Languages,
Natural Science, English Subjects. The “ Taylor Jones
Memorial Prize” will be awarded to the best Candidate
in Scripture History.

■ The Regulations of the above Examinations can be
obtained on application to the Secretary at the College,
Bloomsbury Square, W.C.

C. R. HODGSON, B.A., Secretary.

/COLLEGE OF PRECEPTORS.—

Ay (Queen Square, Bloomsbury.)

The next Monthly Evening Meeting of the Members
will take place on Wednesday, the 20th of February,
when Dr. Francis Warner, F.R.C.P., will read a
Paper on “ Mental Physiology— A Study of the Growth
of Mental Faculty, and its Culture in Children.”

The Chair will be taken at 7.30 p.m., and a discussion
will follow the reading of the Paper.

Members have the privilege of introducing their
friends. C. R. HODGSON, B.A., Secretary.

PRELIMINARY EXAMINATION of

MEDICAL STUDENTS. — The COLLEGE of
PRECEPTORS will hold an Examination for Certifi¬
cates recognised by the General Medical Council as
qualifying for Registration as a Medical Student, on the
5th, 6lh, and 7th of March, 1889.

The Examination will take place in London, and at
the following Local Centres: — Birmingham, Bristol,
Leeds, Liverpool.

Examination Fee, 25s.

Regulations and Entry Forms may be obtained on
application to the Secretary of the College of Preceptors,
Bloomsbury Square, W.C.

C. R. HODGSON, B.A., Secretary.

QOLLEGE

OF PRECEPTORS.—

SCHOLARSHIPS FOR INTENDING
TEACHERS.

With the view of encouraging the systematic training
of teachers for their profession, the Council have estab¬
lished four Scholarships (two for male and two for female
candidates), which will be offered for competition
at the Certificate Examination in June, 18S9.

The value of each of these Scholarships is £15 for a
single year, or £30 a year for two years, if the candidate
should determine to extend the period of training over
more than one year.

The Scholarships are tenable

(a) At any Training College for Teachers in Secondary

Schools, either at home or abroad, that may be
approved by the Council ; or

(b) At any school of established reputation, approved

by the Council, which is prepared to offer such
facilities for training as may be satisfactory to
the Council ; it being open to the Council to re¬
quire the attendance of the scholar at such
lectures on the Theory and Practice of Education,
and to require him or her to pass such exami¬
nations in the Science and Art of Teaching, as
the Council may determine.

Candidates (who must not be under IS or over 24 years
of age at the date of the Examination) are required to
declare their intention of competing for these Scholar¬
ships prior to the Examination, and to submit such
testimonials of character as may be considered satis¬
factory by the Council.

, The Scholarships will be awarded to those candidates
who, having fulfilled the above conditions, obtain the
highest places in the Honours Division of the First
Class. C. R. HODGSON, B.A., Secretary.

pOLLEGE OF PRECEPTORS, —

LECTURES FOR TEACHERS.

SIXTEENTH SERIES.

A Course of Twelve Lectures on “Mental Science for
Teachers,” by James Sully, Esq., M.A., LL.D., will
commence on Thursday, the 14th February, at 7 p.m.

*** A Doreck Scholarship, of the value of £20, will be
awarded at the Diploma Examination at Christmas
next, to the Candidate who, having attended two courses
of the Training Class Lectures during the preceding 12
months, and having passed the full examination for a
College Diploma, stands first in the examination in the
Theory and Practice of Education.

The Fee for the Course is 10s. Gd. ; Members, free.

For SyllaMis, see p. 52.

C. R. HODGSON, B.A., Secretary.

VICTORIA UNIVERSITY.

DEGREES are conferred in the Facul¬
ties of Arts, Science, Law, and Medicine.
Candidates for Degrees are required not only to pass
the necessary Examinations, but also to attend pre¬
scribed Courses and Classes hi a College of the University.

The Colleges of the University are Owens College,-
Manchester, University College, Liverpool, and A’ork-
shire College, Leeds.

Communications regarding Examinations, Attendance,
and University business generally, should be addressed,
The Registrar, Victoria University, Manchester.

The Calendar (price Is.), containing the Regulations,
Copies of Examination Papers, Lists of Graduates, &c.,
is published by Mr. J. E. Cornish, Manchester, and
by Messrs. Macmillan & Co., London.

TTNIVERSITY ASSOCIATION

OF

WOMEN TEACHERS.

Principal— Miss Clough,

Principal of Newnham College.

For Teachers, apply to Miss C. Elder, Campden
House, Kensington, W.

For Examiners, apply ( pro tern.) to Miss L. Haigh,
44 Shirland Road, W.

MEDICAL SCHOOLS. ,

ST. THOMAS’S HOSPITAL MEDICAL SCHOOL.
CHARING CROSS HOSPITAL- MEDICAL SCHOOL
ST. MARY’S HOSPITAL MEDICAL SCHOOL.
WESTMINSTER HOSPITAL MEDICAL SCHOOL.
For particulars of the above, seepage

UNIVERSITY DIPLOMA FOR WOMEN.

The university of st.

ANDREWS grants Diploma and Title of L.L.A.
to WOMEN. Subjects of Examination and Exami¬
nation Papers include those for the M.A. Degree. For
Prospectuses, apply to the Secretary L.L.A. Scheme,
The University, St. Andrews, N.B.

OWENS COLLEGE, MANCHESTER.

Prospectuses for the session

1888-9 will be forwarded on application.

I. DEPARTMENT of ARTS, SCIENCE, and LAWS.
II. DEPARTMENT of MEDICINE.

III. DEPARTMENT for WOMEN.

IV. DEPARTMENT of the EVENING CLASSES.

V. SCHOLARSHIPS, EXHIBITIONS, &c. (varying
in value from £12 to £100 per annum),

Apply to Mr. Cornish, 33 Piccadilly, Manchester, or
at the College.

HENRY WM. HOLDER, M.A., Registrar.

SOCIETY OF APOTHECARIES OF LONDON.

r|'VHE next EXAMINATION IN ARTS

JL will be held at their Hall, Blackfriars, E.C.,
on Friday and Saturday, the 1st and 2nd of March.
1889.

This Examination will qualify Candidates for Regis¬
tration as Medical Students.

A Syllabus of the Subjects, which according to the
regulations of the General Medical Council m’ay be
passed at one or more examinations, can be had on
application.

An Examination in Arts will again be held on the 7th
and 8tli of June, 1889.

T. PEREGRINE, M.D.,
Secretary to the Board of Examiners.

Royal colleges of physi¬
cians AND SURGEONS OF EDINBURGH,
AND FACULTY OF PHYSICIANS AND SURGEONS
OF GLASGOW.

Copies of the Regulations for the Triple Qualification
of the above Bodies, containing Curriculum, Dates of
Examinations, &c., may bo. had on application to Mr.
James Robertson, 1 George Square, Edinburgh, or to
Mr. Alex. Duncan, 242 St. Vincent Street,- Glasgow.

- p - (

KINDERGARTEN TRAINING COLLEGE
AND SCHOOL.

Leylands, 21 Stockwell Road, S.W.
Principals- The MISSES CROMBIE.

THE MISSES CROMBIE, assisted

by efficient teachers, train students for the Eroehel
Society’s Examinations.

A limited number of hoarders are received. On
Wednesday mornings, from 10.30 to 12 o’clock, visitors
are admitted to the Kindergarten.

For Advertisements, see pages 09, 70, and 71.

50

THE EDUCATIONAL TIMES.

[Feb. 1, 1889..

MAEUi

GREY TRAINING COL-

LEGE EOR TEACHERS.

5 Eitzroy Street, W.

A Full Course of Training is provided for Ladies desi¬
rous of entering Girls’ Public Schools or private teaching.
Class-teaching under supervision.

Model and Criticism Lessons.

Kindergarten Training, Preparations for Teachers
Certificate, Higher Local (Cambridge), and Froebel
Society’s Examinations.

Scholarship offered.

Term began January 15 th.

Address— Principal.

THE CAMBRIDGE TRAINING COLLEGE FOR
WOMEN TEACHERS.

Principal. — Miss E. P. Hughes, late of Newnham
College.

Lecturer.— Miss S. Wood, B.Sc. London, late Head¬
mistress of the Bath High School.

THE Students attend tlie Cambridge

University Lectures on Teaoliing, and have ample
opportunity for teaching in various schools in Cam¬
bridge.

The object of the College is to give a professional
training to educated women who intend to teach. In
addition to the course of training, it offers the advan¬
tages of a College life and one year’s residence in Cam¬
bridge.

Full particulars may be obtained by application to
the Principal.

D

ATCHELOR TRAINING COL¬

LEGE EOR TEACHERS.

In connection with

THE DATCHELOR SCHOOL EOR GIRLS,
Camberwell Grove.

Principal — Miss RIGG.

ST. GEORGE’S ORAL AND CORRESPONDENCE
CLASSES, EDINBURGH.

FOURTEENTH SESSION.

CORRESPONDENCE CLASSES

\_J to prepare for the L.L.A. Examinations of St. An¬
drews, and to direct private reading.

ORAL and CORRESPONDENCE CLASSES of a less
advanced nature, to prepare for the Local Examinations
of Edinburgh, and to give help in Home Education.

The Subjects taught include Grammar, Arithmetic,
Euclid, Algebra, History, Geography, Scripture History,
English Composition, English Language and Literature,
Latin, Greek, French, German, Logie, Mental and Moral
Philosophy, Comparative Philology, Education, Botany,
Drawing, History of Art, and Theory of Music.

The Session opens on 1st October in each year, and
closes in July following. Pupils may enrol at any
time during the Session.

Prospectuses and further information from the Secre¬
tary, St. George’s Classes, 3 Melville Street, Edinburgh.
(Removed from St. George’s Hall, Randolph Place.)

MISS CHREIMAN’S INSTITUTION

of PHYSICAL CULTURE AND REMEDIAL
TRAINING.

Portman Rooms, Baker Street, W.
Branches— Town Hall, Kensington ; Queen’s Gate Hall,
South Kensington ; Norwood, Brighton, &c.
Departments.

I. Hygienic Bodily Training. By Musical Exercises.
Respiratory and Voice Exercises.

II. Remedial. By Adapted Exercises, Massage, and
other Manual Treatment, &c. .

III. For Training Teachers, for Direction of Physical
Training in Schools and Families, and for Organisation
of Country and Suburban Classes, and for supply of
Teachers, qualified by three years’.study and practice on
Staff, to Colleges and Country Towns.

LONSDALE COLLEGE.

Lonsdale Chambers, 27 Chancery Lane, W.C.
Principal.

G. E. Skerry, E.R.S.L., E.S.Sc., of H.M. Civil
Service, &e.

Tutors and liecturers.

P. Smith, Esq., M.A. ; Sydenham Jones, Esq., M.A.,
LL.D. ; M. Molloy, Esq., M.A., LL.D. ; Rev. A. J. Minton,
M.A. (Wrangler); J. Jocelyn, Esq., LL.B. ; Rev. J.
Temple, M.A., late Civil Service Examiner ; and a largo
staff of Specialists for every examination.

Preparation PRIVATELY and by CORRESPOND¬
ENCE for ALL EXAMS.

Successes.

Over 800 Successes, including 33 First Places, 3 out
of 4 in every recent Matric. Exam., 1st Division,
Inter. B.A., Final B.A., and R.U. of Ireland.

Excelled by None.

Interviews daily. Guide and Prospectus free.

The College is officially recognised by the Cambridge
Teaching Syndicate, and students are prepared for the
Teaching Certificate. Criticism and Model Lessons,
Class-Teaching under supervision, Lectures, &c. Fees,
£20 per annum ; ex-pupils, £15. Term commenced
January 22nd, 1889. For Prospectus, apply to the
Principal or Secretary, at the School.

COURSE OP LECTURES BY MISS WARD,
Principal of the Maria Grey College.

On February 1st, Miss Ward will give, at tlie Datchelor
College, the first of a series of four Lectures on the
History of Education (Rousseau, Pestalozzi, Froebel,
Spencer) . Tickets for the Course, 10s. 6d. ; for a Single
Lecture, 3s. The Lectures will be given on alternate
Fridays in February and March, from 4 to 5 p.m.

LADIES’

AND

RESIDENCE FOR LADY

J^EAR University

STUDENTS.

College, British

Museum, and Studios.
(Established 1878.)

MISS MARY CAIL, Bussell House, Tavistock Square,
London, W.C.

R

ESIDENCE EOR LADY

STUDENTS.

119 Gower Street, W.C.

(Opposite University College and near Maria Grey
Training College) .

A few VACANCIES for next Term.

Apply — Miss Borchardt, Principal.

SYDENHAM COLLEGE EOR

LADIES, SYDENHAM, S.E.
PREPARATION for various Examinations. London
Professors and Lecturers attend. Resident Foreign
Teachers and Visiting Masters for Languages. Classes
for Slojd Carpentry, as taught at Naas, Sweden. Terms
and references on application to the Principal.

CALISTHENICS
GYMNASTICS.

■jl/TISS EDITH SMITH, of tlie German

Gymnasium, King’s Cross, takes ENGAGE¬
MENTS at Schools.

Testimonial— “ Miss Edith Smith has attended the
class of gymnastics and calisthenics for ladies with great
success, and is fully competent to undertake' the instruc¬
tion of young ladies.” — (Signed) Roman yon
Schweiz e'r, Director of Exercises to the German
Society.

Lady Principals are invited to witness the exercises at
the Gymnasium, Bourke Road, Wood Green, on Satur¬
day afternoons at 3, during school terms. Address-
Park Lodge, Wood Green.

PUBLISHING DEPARTMENT.

WORKS BY MR. SKERRY (Gold Medallist, &e.).

The Practical Guide to the Civil Service

(Free to Teachers) . Postage .

The Civil Service Competitor. Weekly.

Postage, .

Hints to Candidates for the Civil Service...
Practical Composition and Essay Writing.

Best Extant .

Practical Higher Arithmetic .

Lectures in English History for Exams..

Civil Service Book-keeping .

Civil Service Tots . -

Copying Tabular Statements .

Civil Service Copy Books .

Os. Id.

Os. Id.
Os. 7d.

Is. 6d.
Is. 6d.
Is. 6d.
2s. Cd.
Is. Id.
Is. Id.
Os. 7d.

Advice on any point freely and promptly given.

E

DUCATION for Young Ladies well-

grounded and accomplished. Resident Foreign
Governesses. ■ Large staff of visiting masters. Miss
Philpott 10 Princes Square, Hyde Park, W.

Secretaries.

PENTRAL INSTITUTION of the

yj CITY and GUILDS OF LONDON INSTITUTE.
— Special Courses for the preparation of Students in
Civil, Mechanical, and Electrical Engineering, and
Technical Chemistry, are held under the direction of —
Prof. W. C. Unwin, F.R.S., M.I.C.E.,, .Engineering.
Prof. A. E. Armstrong, E.R.S., Ph.D... Chemistry.

Prof. W. E. Ayrton, E.R.S . Physics.

Prof. O. Henrici, F.R.S., Ph.D . { %SS5fi*

For further particulars apply at the Central Institu¬
tion, Exhibition Road, S.W.

W. C. UNWIN, Dean.

JOHN WATNEY, 1 tt

WALTER S. PRIDEAUX, J 1101X1

TO HEADS OF SCHOOLS AND FAMILIES.

THE

SOCIETE NATIONALE

DES

PK0FESSEURS DE FRANCAIS

Can recommend to Schools and Families fully qualified
and competent French Teachers and. French Gover¬
nesses. Apply to “B. P.,” Secretary, 20 Bedford
Street, Strand, W.C.

WANTED to PURCHASE, a Good

PRIVATE SCHOOL. Address— Master, care
of Wooldridge, High Street, Epsom.

27 CHAHCEKY "W-C.

P OVERNESSES, MATRONS, LADY

VV HOUSEKEEPERS, and MOTHERS’ HELPS
recommended to Schools or Families. Pupils intro¬
duced. Partnerships and Transfers.— J. E. Moon,
MiO.P., 85 Newman Street, W.

PARKSIDE HOUSE, Welwyn, Herts.

—BOARDING SCHOOL for YOUNG LADIES.
Pupils have recently passed College of Preceptors’, and
Trinity College Examinations. Easter Term com¬
menced January 21st, 1S89.

London. — shirley’s tempe¬
rance HOTEL, 37 Queen Square, Bloomsbury,
W.C. Beds, Is. 6d. to 2s. Cd. ; Plain Breakfast or Tea,
Is. 3d. This old-established House is most centrally
situated, about midway between the City and the West-
End, near to the chief Railway Stations and Places of
Amusement, within five minutes walk of the great
thoroughfares and lines of Omnibuses, and, being in a
square, is very quiet and open. The House is most
home-like, and highly satisfactory Testimonials may be
had on application.

Royal Indian engineering

COLLEGE, Cooper’s Hill, Staines. — The Course
of Study is arranged to fit an Engineer for employment
in Europe, India, or the Colonies. About Fifty Students
will be admitted in September, 1889. For competition
the Secretary of State will offer Ten Appointments in
the Indian Public Works Department, and Two in the
Indian Telegraph Department. For particulars apply
to the Secretary, at the College.

^LOJD CARPENTRY AND WOOD-

^ CARVING CLASSES (both for Adults and Chil¬
dren) are held by Froken Tersmeden at 38 Eairholme
Road, West Kensington, S.W., or at pupil’s residence.
For Particulars apply to above address.

WANTED, MASTERSHIP of an

ENDOWED SCHOOL. Thoroughly qualified
in English Subjects and Music; also in Shorthand,
French, and Physiology ; Sports. Age 32. Address —
Master, care of Wooldridge, High Street, Epsom.

FOR SALE. — SCHOOL in Manu¬
facturing Town, 150,000 inhabitants ; established
54 years. Conducted by vendor 12 years. Average nett
profits for past three years over £600. Satisfactory
reasons for retiring. Every facility given to enquiries of
likely purchaser. Goodwill £300, or open to offer.
Address— A. D., Educational Times Office, 89Farringdon
Street, London, E.C.

GOLD

MEDAL,

PARIS,

1878.

JOSEPH GILLOTT’S

STEEL PENS.

BY ALL DEALERS THROUGHOUT THE
WORLD.

MEMORY.

LOISETTE’S SYSTEM OE
MEMORY TRAINING. — “Of
great advantage to a strong
memory ; incalculable aid to a weak one.” — Dr. Buck-
ley, Editor N. Y. Christian Advocate. “ Able to give
the gist of any book after reading it once.”— Rev. J. M.
Macdonald, M.A. “ Easily acquired, and very inter¬
esting.” — Rev. S. Bell, M.A. “ Cure of mind wander¬
ings, and increase of vocabulary.” — J. Macgregor,
M.A. “ Top in examination.” — T. Tait, M.A. Lessons
by post or voice. Prospectus Post Free.

A. LOISETTE, 37 New Oxford St., London.

Feb. 1, 1889.]

THE EDUCATIONAL TIMES.

51

THE TILDESLEIAN

UNIVERSITY CORRESPONDENCE
CLASSES.

COMING EXAMINATIONS.

Special Classes now funning for College of ’’receptors,
A.C.P., L.C.P., F.C.P.; Matriculation, B.A .M.A., B.Sc.,
LL.B.. London, Royal Irish, Dublin, and All Univer¬
sities; Oxford and Cambridge Higher Locals ; Entrance
Scholarships, Certificates, Civil Service, &c., &c.

Tildesley and Co., Norton Park, Edinburgh
guarantee most rapid and successful prepara¬
tion for the above examinations in the United King¬
dom-proved by Opinions of the Press, by Testimonials,
unexcelled Successes, &c., &c. The Staff consists of
45 Tutors, all of whom are specialists.

During the years 1S34-1888, 812 pupils have been
successful. 33 First Places

Last Coll. Preceptors — C. M. Knowles (First Class
Honours) ; (Professional Prelim.) March, 1888, AY. E.
Stevens. B. A. (Honours), It. U. I. July, 1888.— Hugh
Boyd. Last London Matric., June, 1888.— J. II. Barker,
H G. Cobb, H. L. Taylor (First Division). B.A. Lon¬
don Final, Oct. 1887 — C. V. Crook. London Matric. —
Jan. 1888, F. E. Millidge, YY. H. J. Perry (First Divi¬
sion) ; Jan. 1887, Matriculation, AY. T. Kemvood, Third
of all Candidates, and Winner of the Second Exhibition,
and Inter. Arts (First Div.) , July, 188S. D. J. McCarthy,
AY. J. O’Donnell, R.U.I. Matric. A. P. Murphy, R.U.I.
First Examination in Arts. T. J. AVatkyn- Price, Cam¬
bridge Previous, Oct., 1888. F. C. Wallace. 1st Place
Royal Irish Constabulary, Oct., 1888, Ac., Ac.

The above pupils, prepared by Correspondence, passed
on First Trial, and were the only Candidates sent up.

Pass guaranteed to every student who works fully
through the ordinary Course.

2fo student of these Classes ever failed at an
Examination for which he had worked fully through the
ordinary Course.

Testimonials in favour of Tildesley and Co.’s
system of Tuition—

“ I beg to inform you that I have obtained the degree
of B.A. (Honours) of the Royal University of Ireland.
Kindly permit me to offer you my most sincere thanks
for the trouble which you took in my preparation. . . .
This was my first trial for the degree.” — Hugh
Botd, B.A., 156 North Strand, Dublin. August, 1888.

“ You ivill be pleased to hear that I took a very good
position on the Class List for the. London Matricu¬
lation Examination. I obtained the THIRD
PLACE of all Candidates, and was entitled
to the 2nd Exhibition of £20 per annum for
two years. Feeling sure you will he pleased at my
success, and that you may like a testimonial from me
with reference to your tuition, I beg to say that should
you ivish one, I ivill readily comply with your desire.”
AY. T. Kenwood, Bovey Tracey, S. Devon (Third on
London Matriculation List ; Passed Inter. Arts, July,
1888, also).

"I can express my hearty satisfaction with your
tuition, both in style and method. Your care and
attention were all that could be wished, and your
graduated system of exercises excellently fitted to ac-
complishdts end." — AY. Douglas Reid, M.A., Shernden,
Edenbridge, Kent.

GRATIS.

COACHING BY CORRESPONDENCE.

48 pages. An Exposition of the Art of Coaching by
Correspondence. A reprint from the

“HIGHER EXAM. COACH.”

Published every Saturday, price One Penny. Through
its columns candidates arc coached gratis. Classics,
Modern Languages, Mathematics, Ac., are valued and
criticised free of charge, and for which valuable Prizes
are awarded weekly.

Contains: Announcements of all coming Examinations,
Reports and Experiences by Candidates on all Examina¬
tions, Solutions in full to the Mathematical Papers in
the Recent Matriculation Examination, Ac., Ac.

GUIDES TO MATRICULATION, Ac.

Matriculation Guide (gratis). — Contents: Hints
and Instructions to Candidates, Abstract of Regula¬
tions, Authors prescribed, Ac.

Inter. Arts Guide (gratis). Contents, Ac., on same
lines ns above.

For remainder see next Column.

Tildesley A Co.’s Publications — Continued.

Matriculation Guide (.June 1888). Price Is.,
post free. This Guide is by far the best in the mar¬
ket, and is guaranteed to contain more hints, instruc¬
tions, solutions, Ac., than any other published at 3s.
and more.

Matriculation Guide (June 1887). Contains— same
as above. Price 6d., post free.

Matriculation Mathematics (June 1888). Contains
the latest papers set at the London Matriculation,
followed by full solutions showing the methods ap¬
proved by Examiners of the London University.
Price 3d.

Matriculation Mathematics (June 1887). Same
as above. Price 3d.

Matriculation Examination Papers (June 1887).
Price 3d.

Matriculation Examination Papers (June 1888).
Price 3d.

Matriculation Vade Mecum contains Report of
June 1888 Examination. Complete set of Examina.
tion Papers, Answers to the Mathematical, Mechani¬
cal, and Chemistry Papers, Ac. Price 6d., post free-

Matriculation Report (June 1888). Price 2d.
Contains in addition to Report, hints as to the method
of study and answering, based upon the papers set,
as well as the Text-books necessary, Ac., Ac.

Matriculation Mechanics contains the latest paper
set at the London Matriculation, followed by full
solutions, illustrated by diagrams, Ac., showing the
methods approved by Examiners of the London
University. Price 3d,

LondonMatriculationUnseens.— Contents ; Latin

Unseens from June 1880 to June 1888; Greek Un¬
seens from June 1880 to June 1888 ; Latin and Greek
Papers set at Matric. 1888 ; Model Answers to the
Latin and Greek Papers of June Examination, 1888 ;
Ac.

Matriculation French. Price 6d. Contents : In¬
troduction to the Study of French; French Papers
set at London Matriculation from June, 1880, to J une,
1888 ; Complete set of French Papers given at June
Matriculation, 1888 ; Model Answers to the Com¬
plete set of Papers given at June, 1888.

Matriculation German, Price 6d. Prepared on a
similar plan to the last-mentioned (French) .

Inter, Arts Mathematics. July, 1888. Price 6d.
Contents : Preface ; List of Examiners ; Arithmetic,
Algebra, Geometry, and Trigonometry Papers ; Solu¬
tions (in full) with Diagrams to the Mathematical
Papers, &c.

Prospectus, containing upwards of 100 testimonials,

Ac., Specimen Copy of Higher Exam. Coach, Matricula¬
tion Guide, and Coaching by Correspondence, all gratis

from

Messrs. TILDESLEY & CO., Norton Park,

Edinburgh.

QT. STEPHEN’S LAW COLLEGE.—

yj ALL LAW AND UNIVERSITY EXAMINA¬
TIONS PREPARED FOR. Students who are reading-
in London for any Exams, may Read here, with or with¬
out tuition. All rooms are specially fitted upas “Study
Bedrooms.” Board is optional. Situated close to Pad¬
dington. Apply— The President, 17 St. Stephen’s
Scpiare, AY.

T ONDON MATRICULATION. — A

J-A High Cambridge Wrangler, M.A. of London Uni¬
versity, conducts a Class, limited to six members. Full
and careful preparation. Twelve'hours’ tuition per week.
Address — G. AY., 8 Christchurch Road, Hampstead, N.AV

T ONDON MATRIC. — PREPARA-

-LA TION, in class and individually, day and evening,
under a Graduate in Honours of long experience ; also
for Preliminary Medical— last time all were successful ;
also for Preliminary Law— during the last live years
only one failure. Address— H. Sergeant, 8, High St.
Camden Town, N.AV.

Preparation for the univer¬
sities or the COLLEGE OF PRECEPTORS.—
Mr. B. Reynolds, M.A , Camb. and Loud., wishes to
meet with one or two Pupils to join others. 14 Colville
Terrace, Notting Hill, AV. Private Lessons in Mathe¬
matics for the London University Examinations.

A RITHMETIC, Algebra, Classics,

-LJL NATURAL PHILOSOPHY, CHEMISTRY.—
All or each taught by CORRESPONDENCE CLASSES,
formed for June and January Matriculation, London
University. Moderate Terms. Rev. AV. Haryey,
M.A., Amwell, Ware.

TV/TATHEMATICS.— GEORGE HEP-

-Lt_L PEL, M.A., 180 The Grove, Hammersmith,
receives PUPILS every morning, from 10 to 1, taking
them once, twice, or more times a week, as may he de¬
sired. Individual lessons, either at his own house or
the pupil’s, in the afternoon. Correspondence Teaching
undertaken.

TEACHERS’ DIPLOMAS.—

CORRESPONDENCE LESSONS in Theory
and Practice of Education and Psychology, for the
Cambridge Teachers and the College of Preceptors’
Exams. By Graduate (Mental Science), AVinner of
Prize in Theory and Practice of Education at Fellowship
Exam., and Cambridge Distinction Diploma. Apply —
A. T., 5 Preston Terrace, St. Margaret’s, Rochester.

SCIENCE LECTURES andLESSONS

FA in SCHOOLS for all Examinations for Girls or Boys.
Prospectus of' F.J.AYeightman, L.C.P. ( Science Blaster
at Forest School, AValthamstow), Oak Villa, Carnarvon
Road, Stratford, E.

English language and

LITERATURE, COMPOSITION, and ELOCU¬
TION. — Miss Louisa Drewry continues her Courses
of Lectures, Readings, and Lessons in schools and else¬
where, to private pupils and teachers. 143 King Henry’s
Road, London, N.AV.

IVflSS HELENA HOFFMAN, recom-

-ivA- mended by WALTER MACFARREN, Esq.,
gives lessons in PIANOFORTE to Schools or Families,
either at pupil’s home or at her own residence. For
terms apply to 38 Fairholme Road, West Kensington,
S.W.

TV/fUSICAL EDUCATION. — HAR-

lYl MONY, COUNTERPOINT, &c„ carefully taught
by CORRESPONDENCE by Mr. J. H. Bridger,
A.Mus., T.C.L. Preparation for Musical Examinations.
Terms moderate. Address — Ferndale House, Farn-
borough Street, Farnborongh, Hants.

Y

OUNG LADY (19), holding Senior

Cambridge Certificate, requires an ENGAGE¬
MENT as JUNIOR GOVERNESS in a Ladies’ School
on reciprocal terms. Would like preparation for Higher
Local Exam. Address— 23 Grosvenor Place, Bath.

Preparatory classes.— North

London Collegiate School for Girls (under the
superintendence of Bliss Buss). Students are Pre¬
pared for the Cambridge Higher Local Examination,
and for Vacancies in the Post Office, etc. Also for the
Examinations of the Froebel Society. Address— The
Head-Mistress, Miss Toplis, 202 Camden Road, N.AV.

MATRICULATION AND B.A, EXAMINATIONS.

London, Royal Irish, and Dublin Universities.

Preparations by corre¬
spondence, on a thoroughly individual system,
which ensures to each Candidate the closest care and at¬
tention. AVeak subjects receive special help. Payments
based on results. Single subjects if desired. For terms,
testimonials, &c., address — Blr, J. Charleston, B.A.,
Greenhill House, Godley, Blanchester.

SCHOOLMASTERS. — A successful

PA Blaster wishes to remove his school to suitable
premises at sea-side or within easy communication of
London ; or would Purchase a School. Address — care
of Allman and Co., 67 New Oxford Street, London.

SCHOOLMASTERS.— An old-estab-

Fj lished Middle-Class SCHOOL FOR DISPOSAL.
Good Premises, Garden, Playground, &c. £150 to £200
required. Good opportunity. Address— K., Blessrs.
Allman, 07 New Oxford Street, London.

SCHOOL FOR TRANSFER (BOYS).

FA 30 pupils. Price £110. Rent £75. Good Rouse
and grounds. Near London. (753). 50 others for-sale.
Apply to Blessrs. Bivek, 298 Regent Street, AAr.

S CHOOL FOR TRANSFER (GIRLS).

FA 70 day pupils. Income £100. Price, one year’s
profit . Good position. Satisfactory reasons for retiring.
(656). 35 girls’ schools for sale. Address — Messrs.

Biver, 298 Regent Street, AV.

(SCHOOL PREMISES. — TO LET,

FA Suitable for High Class School, a Large Blodern
House, containing forty rooms, Blusic and Billiard
Rooms. Standing in own Grounds. Tennis Courts.
Occupying finest position in Lowestoft. Close to Sea
and Common. Private Bathing, within walking distance
of the Broads for Boating. Rent, unfurnished, £150 on
lease (can let to Visitors during Summer Holidays to
cover the rent— proof given).

The whole of the well-arranged and suitable furniture
can be had on advantageous terms. Apply to No. 8
Canfield Gardens, South Hampstead, N.AV.

ELIGIBLE OPPORTUNITY.

Educational establish-

B1ENT (First Class), Cheltenham, TO BE LET
on lease at Midsummer next, or previously by arrange¬
ment, in consequence of the present tenant (who fins
been in occupation for 25 years) retiring from the Pro¬
fession. Agents— Engall, Sandeds &Co., Cheltenham.

52

THE EDUCATIONAL TIMES.

c

10LLKGL OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

LECTURES FOR TEACHERS.

In a course of Twelve Lectures, a brief account will
he given of the earlier phases of mental development on
each of its three sides — Knowing, Feeling, and Willing.
While confining himself in the main to the natural laws
of development, tho Lecturer will make reference to the
ideal ends towards which this process should be directed.
The exposition of principles will throughout be brought
into as close connection as possible with the practical work
of Teachers.

Directions will be given as to reading, and care will be
taken, by the setting of papers and by conversation, to
give students a real grasp of the subjects of the Course.

SYLLABUS.

J. Development in general and its Laws— TheOrganism
and its Environment — Heredity and Individual Varia¬
tion-Physical Development of the Child, its further¬
ance and hindrance — Strengthening of the Muscular
System and [Physical Education — Development of the
Brain as basis of Mental Culture.

II. Mental Development in its analogy to Physical-
Separate directions of Mind-growth— Gradual unfolding
of Intellect, Emotion, and Volition — One-sided and
Harmonious Development of Mind— Innate Impulse to
Self-Development — The Average and the Gifted Child. —
External conditions of Mental Development— The Social
Medium — Education and Human Progress (Kant) .

III. Sensation as starting-point of Mental Life — Me¬
chanism of the Sense-Organs— Function of the^ Senses
in relation to Intelligence— Animal and Human Senses —
The Moving Organs as auxiliary to Sense — Muscular
Sensations and Touch — The three higher Senses and
their special intellectual values.

IV. The Mind’s response to Sense-Stimuli — Attention
and its place in Intellectual Development — How
Sense -impressions become clearly defined and easily
recognizable— The Senses as Medium of Knowledge of
Things — Perception — Historical development of the
idea of Training the Senses (Rabelais, Rousseau, Pesta-
lozzi)— Does Modern Education give too much attention
to the Senses ?

V. Retention of Mental Impressions — Reproduction
and Representative Imagination — Characteristics of
Child’s Retention — Memory strongest where Interest
keenest— Repetition as a substitute for Interest— Me¬
chanical Iteration and Varied Presentment— Isolated and
Connected Impressions— Laws of Association and their
educational significance.

VI. The discipline of Memory by the Will — The effort
to Learn— Concentration of Mind and its results— The
effort to Recall : Recollection— Educator’s control of the
Child’s Memory— Training of the Memory — Learning by
heart, its abuse and use (Montesquieu, Locke, &c.)—
Forgetfulness, and how to deal with it— Individual dif¬
ferences of Memory, how to be treated by the Educator.

VII. The Imagination as productive— Idle Dreaming
and Methodical Construction— Work of Imagination in
the pursuit of Knowledge— How Children’s Imagination
leads them astray— Discipline of the Imagination by the
Teacher — The .Esthetic Cultivation of the Imagination
—Different estimates of the value of Imagination.

VIII. Imagination and Thought— When does the Child
begin to Think r— Spontaneous development of General
Ideas— The impulse to Classify and to Name— The edu¬
cational direction of the process— Methodical Classifica¬
tion and the Concept— The ideal Use of Names (Locke
Mill) —Logical definition and its value for the Teacher. ’

IX. The Concept as an element in Thinking— The Act
of Judgment— Truth of Propositions— Children’s Errors
in Statement— Over-confidence and Diffidence in Asser¬
tion— The reasoned Conclusion— Characteristic faults of
Childish Inference— Should the Educator reason with
Children? (Locke, Rousseau, Bain) — Logical safeguards
to Reasoning, and their use in Education.

X. heeling avid its cultivation — Preponderance of
Feeling m early years— The Moderation of Passion-
Feeling as spring of Intellectual Activity — Making
Learning pleasant (Locke) — Feeling as an element of
Culture— Feeling as an ingredient of Moral Character—
The Social Feelings and the sense of Duty.

XI. Active impulse of the Child and its educational
significance (Froebel) -Bodily Activity as exercise of
Will— Play, Work, Gymnastic Exercises, &c.— Thought¬
ful or Rational Action— How the Child learns to Reflect
and Choose— The effort of Self-control— The control of
Feeling and Thought.

XU- The organizing of Action into Conduct-The Law
ot Habit— Acquisition of Moral Habits — Function of
Command in Moral Education (Rousseau, Spencer &c ) —
Development of Moral Self-consciousness— Gradual Self-
release from external Authority— The Educator as Pro¬
moter of free ^Moral Development (Kant)-The Teacher
as Shaper of the Child s Moral Ideal.

The Fee for the Course of Twelve Lectures is Half-a-
guinea.

The Lectures will be delivered on Thursday Even¬
ts, at 7 o clock, at the College, Bloomsbury ‘ Square,
Members ot the College have Free admission to
all the Courses of Lectures.

0. R. HODGSON, B.A., Secretary .

s

T. THOMAS’S HOSPITAL MEDI¬
CAL SCHOOL.

Albert Embankment, London, S.E.

TWO ENTRANCE SCIENCE SCHOLARSHIPS of
125 guineas and £60 respectively, open to all first year
students, will be offered for competition in September,
1889.

Special Classes are held throughout (he year for the
Preliminary Scientific, and Intermediate M.B. Exam¬
inations of the University of London, and may be joined
at any time. .

Entries may be made to Lectures or to Hospital Prac¬
tice, and special arrangements are made for students
entering in their second or subsequent years ; also for
Dental Students and for Qualified Practitioners.

Prospectuses and all particulars maybe obtained from
the Medical Secretary, Mr. George Rendle.

E. NETTLESHIP, Dean.

HOSPITAL

^HARING CROSS

KJ MEDICAL SCHOOL.

The SUMMER SESSION will commence on Wed¬
nesday, May 1st. , , „ ,

The Hospital has a service of 230 beds for clinical
teaching, including those of the adjoining Royal West¬
minster Ophthalmic Hospital, to which general students
are free.

TWO ENTRANCE SCHOLARSHIPS, of the value
of 100 guineas and 50 guineas respectively, are
awarded annually in October.

A SCHOLARSHIF of the valued' 50 guineas isopen
to Students from the University of Oxford who have
passed the First M.B. Examination, and to Students
from the University of Cambridge who have passed the
Second M.B. Examination, and who have not entered at
any London Medical School.

Students who join in summer have the same privileges
as regards Scholarships, &c., as Students joining in
October of the same year.

Fees.— For the curriculum of study required by the
various examining bodies and hospital practice, 90
guineas in one sum, or 100 guineas in live instalments,
The composition fee for Dental Surgery is £42. 2s.,
payable in two instalments.

%* The hours of lectures have been specially arranged
to suit the convenience of dental students. Charing
Cross Hospital is within three minutes’ walk of the
Dental Hospital of London.

University of London. — Preliminary Science In¬
struction.— Arrangements have been made for Students
desirous of undergoing a Courseof Instruction in Science,
such as that required for the Preliminary Scientific
(M.B.) Examination of the University of London, to
attend at the Normal School of Science, South Ken¬
sington.

A Prospectus, containing much additional informa¬
tion, will be forwarded on application to tho Librarian
and Secretary, Mr. .1. Francis Pink, at the Office of the
School, Chandos Street, Charing Cross, between the
hours of 10 and 4.

J. MITCHELL BRUCE, M.A., M.D., Dean.

WESTMINSTER HOSPITAL

MEDICAL SCHOOL,

Caxton Street, S.W.

The SUMMER SESSION commences May 1st.

TWO SCIENCE SCHOLARSHIPS of £100 and £10
respectively will be offered for competition on April
29th and 30th.

Students entering in the summer (except those who
have already obtained a Scholarship) are allowed to
compete for the Entrance Exhibitions of £80 and £40
respectively in the following September.

Fees £105 in one sum on entrance, or £110 in two
payments, or £120 in five payments. For prospectus
and particulars, apply to

H. B. Donkin, M.B. Oxou., Dean.

s

T. MARY’S HOSPITAL MEDICAL

SCHOOL.

TheAVINTER SESSION will commence on Oct. 1st.

One Scholarship of £50 in Classics, and One of £50 in
Mathematics will be open for competition in April, I ssi*.

Two Scholarships of 100 guineas each, and Five of
50 guineas each in Natural Science, will be offered for
competition on September 26th and 27th.

The course of teaching at this School ensures com¬
plete preparation for all the Examining Boards, the
Public Services, and the Higher University Exami¬
nations.

The Hospital contains 281 beds, and in addition to
the clinical instruction in the wards daily, distinct
clinical lectures are given on Fridays throughout the
academical year.

There are Seven Resident Medical Appointments in
the Hospital open to pupils without additional fee or
expense.

Students may reside in the College under the super
vision of the Warden, Dr. Luff.

For Prospectus and further information apply at the
School to

HERBERT W. PAGE, M.C. Cantab., Dean ; or to

SIDNEY PHILLIPS, M.D., Sub-Dean.

[Feb. 1, 1889.

“ SCJHOOL”

IS THE EDUCATIONAL PAPEE
OF THE DAY.

PUBLISHED MONTHLY,

ON THE 1st.

Post free, 2Id.

Each JY anther contains Ar¬
ticles of yreat interest to all
educated persons , especially
to Head and Assistant Mas¬
ters and Mistresses , with Legal
Cases affecting the scholastic
profession. The columns of
“ School ” are open for the
ventilation of all Educational
Subjects. _

ADDRESS —

ORELLANA & CO.,

53 CONDUIT STREET, REGENT STREET,
LONDON, W.

EDUCATIONAL AGENCY.

(Established over 50 Years,)
Proprietors —

Messrs. GRIFFITHS, SMITH, & POWELL.

Offices— 34 Bedford Street, Strand, and
22 Henrietta St., Covent Garden, London, W.C.

Scholastic.

Head Masters and Principals of Schools, wishing to
engage the services of qualified and well-recommended
English or Foreign, Resident, Non-Resident, or Visiting
Masters, can have eligible Candidates introduced to
them by stating their requirements to Messrs. Grif¬
fiths, Smith, and Powell. No charge is made to
Principals except where no salary is given, when the
Fee is One Guinea.

Schools transferred and valued. Patnerships arranged.
No charge unless sale effected. List of Schools for Sale
and Partnerships sent gratis to intending purchasers.

Governesses.

Principals of Schools requiring English or Foreign
Governesses can, on application to Messrs. Griffiths,
Smith, and Powell, have suitable Candidates placed
in immediate communication with them.

No charge is made to Principals except where no
salary is given, when the Fee is One Guinea.

EXAMINATION PAPER

AS USED BY THE

COLLEGE OF PRECEPTORS.

5s. fid. per Ream, 9(50 ruled Sheets.

This Faper is in strict accordance with the College
requirements.

H. SIDNEY WARR,

Manufacturing Stationer, 63 High Holborn, W.C.

Four hundred and fifty-second Edition. Is. fid.

BUTTER’S SPELLING.

Eighty-first Edition. Is. fid.

BUTTER'S READING AND SPELLING
IN EASY GRADATIONS.

London : Simpkin, Marshall, & Co. ; Hamilton,
Adams, & Co. ; and all Booksellers.

Feb. J, 1889.]

THE EDUCATIONAL TIMES.

53

CROSBY LOCKWOOD & SON’S EDUCATIONAL WORKS.

v vv'AAAAAiWWWWWV/V V WVVW v/Wv V'. \ W W WWvV V

DE FiVAS’ FRENCH CLASS-BOOKS.

DE FIVAS’ NEW GRAMMAR of FRENCH

GRAMMARS. With numerous Exercises and Exam¬
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54

THE EDUCATIONAL TIMES. [Feb. 1, 1889.

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Feb. 1, 1889.]

THE EDUCATIONAL TIMES.

55

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57

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II.— 12
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Fcap. 8vo, cloth, 128 pp., Is.

SUPPLEMENTARY READING BOOKS.

Outlines of Natural Philosophy. Adapted for
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Extra fcap. 8vo, cloth, 190 pp., Is.

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H. Dick, M.A., LL.B. Illustrated. Cloth, 192 pp.. Is.
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LANGUAGES.

FRENCH.

By A. ESCLANGON,

Examiner to the University of London,
Professor of French at the City of Loudon Middle-Class
School, and the Bedford College for Ladies, etc., etc.
First French Course, including Elementary Exer¬
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Fcap. 8vo, cloth, Is. 6d. *

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cloth, 2s.

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Fcap. Svo, cloth, 3s.

Key to First Course, 2s.

Key to Second Course, 2s.

Key to Third Course. 2s.

LANGUAGES ( continued ).

GERMAN.

German Primer, for Junior Classes, by Dr. Julius
Maier. Cloth, Is.

First German Course. Containing Grammar,
Exercises, Vocabularies, and First Reading Book.
By Julius Maier, Ph.D. Fcap. 8vo, cloth, 218
pages, 2s.

LATIN.

By Leonhard Schmitz, LL.D., Classical Examiner,
University of London.

Introductory Grammar of the Latin Language.

For Use of Junior Classes. Post Svo, cloth. Is. 3d.

Grammar of the Latin Language. Post Svo,
cloth, 222 pp., 2s.

Introductory Exercises in Latin Prose Com¬
position. By G. F. H. Sykes, B.A. Cloth, Is.
Key, 3s. 6d.

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G. F. H. Sykes, B.A., Forest House School, Wood¬
ford. Post 8vo, cloth, 276 pp., 2s. Ivey, 5s.

Csesar.— De Bello Gallico, Books I.—' VII. With In¬
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Post 8vo, cloth, 2s. 6d.

Also, Book I., with Notes, Vocabulary, and Manuscript
Paper. Cloth limp. Is. Books II. and III., to¬
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from the Fourth, Fifth, and Sixth Books of the
Gallic War. With Examination Questions, Notes,
Initiative Exercises, and a Vocabulary. Post Svo,
cloth, 184 pp., Is. 6d.

Virgil. — 2Eneid, Books I. — VI. With Life of Virgil
and copious Notes. Post Svo, cloth, 285 pp., 2s. 6d.
In separate Books, with Ruled Manuscript Paper.
Cloth, each 8d.

History of Latin Literature, from B.c. 753 to
a.d. 64. Post 8vo, cloth, 262 pp., 2s.

ATLASES.

New and Revised Editions.

Imperial Series. Size of Maps, 13 by 11 inches.

The Advanced Atlas. 40 Maps, 4to, cloth, gilt side,
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The Student’s Atlas. 40 Modern and 6 Maps of
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and mounted on guai’ds, with a copious Index of
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The Collegiate Atlas. 40 Modern Maps and 18 of
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The International Atlas. 70 Maps (40 Modern, 16
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Pocket Atlas of Classical Geography. 15 Maps,
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Crown Atlas of Classical Geography. 15 Maps,
with descriptive Letterpress (56 pp.) by Leonhard
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Student’s Atlas of Classical Geography. 15

Maps, with Descriptive Letterpress (28 pp.) by
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Pocket Atlas of Historical Geography. 16

Maps, folded in half and mounted on guards. 16mo,
cloth limp, Is. 6d.

Crown Atlas of Historical Geography. 16 Maps,
folded in half and mounted on guards, with Descrip¬
tive Letterpress (36 pp.) by William F. Collier,
LL.D., and copious Index. 16mo, cloth, 2s. 6d.

Student’s Atlas of Physical Geography. 26
Maps, folded and mounted, with Descriptive Letter-
press (80 pp.) by Jas. Bryce, LL.D. 8vo, cloth, 5s.

Co mplete List of Atlases post-f ree.

*** Complete Catalogue of Educational Works, Science Text -Hooks, etc., post free.

WILLIAM COLLINS, SONS, & COMPANY,

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The M o un d.

62

THE EDUCATIONAL TIMES. [Feb. 1 1889.

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THE EDUCATIONAL TIMER. • 63

Eeb. 1, 1889.]

CONTENTS.

Half-yearly General Meeting of the College of Preceptors . 63

Adjourned Meeting of the Council . 65

Teachers’ Diploma Examination— Pass List . 65

Play . 66

University and College Intelligence . .* . 68

Scholarship and Athletics . 71

The Standford University . 72

The Controversies on Punishment, Examination Time Tables, &c. 72

Eabelais . 73

Reviews, Notices, &c. . 74

Memoirs of William Ellis and an account of his Conduct-Teaching ;
Manuals of Catholic Philosophy — Rickaby’s Moral Philosophy or
Ethics, and Natural Law ; Coupland’s Elements of Mental and Moral
Science as applied to Teaching ; Cassell’s Encyclopedic Dictionary ;
German Grammars ; Mrs. William Grey’s Last Words to Girls on Life
in School and after School, &c., &c.

Alphabetical List of College and School Books published during

the month . 78

Correspondence . 78

Educational Notes and Summary . 79

Mathematics . 80

Class List of Pupils who have passed the Christmas Examination

of the College of Preceptors . 97

Agency List, comprising Vacant Situations, and Qualifications

of Teachers seeking Appointments . 122

€in <0tmcattonal Cimes,

COLLEGE OF PRECEPTORS.— HALF-YEARLY
GENERAL MEETING.

The Half-yearly General Meeting of the members of the
Corporation was held at the College, Bloomsbury Square, on
"Wednesday, the 23rd Jauuary.

The Secretary having read the advertisement convening the
meeting, the Rev. Dr. T. W. Jex-Blake, President of the
Council, was appointed Chairman.

The Report of the Council was laid before the meeting, and
was taken as read, a copy having been sent to every member.
It was as follows : — •

The Council beg leave to lay the following Report of the proceedings of
the past half-year before the Members of the Corporation

1. Though the Council are not in a position to report the usual increase
in the number of candidates entered for the Christmas Examination for
Certificates, the large total of 9,620 does not show any material falling off
as compared with that of last year, when the number (9,784) exceeded
that at any previous Examination conducted by the College ; while the
opening of a number of new centres, and the addition of some 200 new
schools, indicate a wider extension of the field of operations, and give
promise of a further advance in the number of examinees : the number
examined for Certificates at the four Examinations held during the year,
in Mai’ch, June, September, and December, was 1-5,400. On this occasion
candidates were examined for the first time for Certificates of Proficiency
in Mercantile subjects. The Examination embraced Mercantile Arith¬
metic, Book-keeping, Shorthand, Commercial Correspondence, and Precis-
-writing, as well as Commercial French and German, including a test of
colloquial facility in the use of these languages. The holding of this first
Examination has necessarily been somewhat of an experiment ; it was
only to be expected that the number of candidates would be insignificant
until the nature of the requii'ements in the various subjects was known,
and schools had had time to direct their teaching towards their fulfilment.
The experience thus gained will serve as a guide in perfecting the
arrangements for the next Examination, which will take place in the first
week in June. The Public Distribution of Prizes and Certificates to the
successful candidates at the last Midsummer Examination took place in
the College Lecture Hall, on the 27th of July, when the chair was taken
by Sir A. K. Rollit, M.P. Due notice will be given of the time and place
of the forthcoming Distribution.

2. In framing the scheme of an Examination for youths about to enter
cn mercantile life, the Council have been guided to a considerable extent
by the opinions expressed by men of business as to the kind of knowledge

.in which they found candidates for employment in their counting-houses
to be specially deficient ; and the standard the Council have set up is one
which implies such proficiency as would enable the holder of the Certi¬
ficate at once to undertake useful work in an office without the necessity
of undergoing a long course of preliminary training. The Council are
anxious, in their endeavour to make these Examinations thoroughly
practical, to have the advantage of the co-operation of men distinguished
in the ranks of commerce ; and they have therefore welcomed a proposal
recently made to them by the London Chamber of Commerce, to work
with them in carrying out a comprehensive scheme for examining and
certificating candidates according to a scheme of commercial education
which has been drawn up by the Metropolitan Chamber and has received

the approval of the Associated Chambers of Commerce, representing the
great mercantile interests in ditferent parts of the country.

3. In addition to the general Examination for Certificates in December,
the Preliminary Examination for intending medical students was held in
September last, and was attended by 270 candidates.

4. For the Christmas Examination of Teachers for the College Diplomas,
105 candidates have entered their names. This Examination will be held
in London, and also at several local centres in various parts of the country,
and it is hoped that this arrangement, when it becomes more widely
known, may have the effect of considerably increasing the number of
candidates.

5. In addition to their own Examinations of Pupils and Teachers, the
Council have conducted, as usual, during the past half-year, the Pre¬
liminary Examinations of the Royal Veterinary College and of the
Pharmaceutical Society of Great Britain.

6. The Fifteenth Annual Series of Lectures to Teachers on the Science
and Art of Education, which commenced in February last, was brought
to a close on the 13th of December by the last of a Course of Twelve
Lectures on the Practice of Education, by the Rev. Canon Daniel, M.A.,
Principal of the Battersea Training College. The Council are happy to
report that this Course has been more numerously attended than for
several years past. In addition to these Lectures on the Theory and
Practice of Education, the Council intend during the year 1889, to make
arrangements for the delivery of special courses of Lectures on some of the
ordinary subjects of instruction, by men distinguished as teachers in their
respective departments ; and they believe that such lectures will be found
to usefully supplement and illustrate the lectures on method, which aim
at dealing with general principles applicable to the whole field of educa¬
tion, without entering minutely into details.

7. The usual Monthly Evening Meetings of the Members have been
held during the half-year, at which the following Papers have been read : —

October 17 th. — “ Why Teachers should study the History of Educa¬
tion,” by Dr. James Sully, M.A.

November 21 at. — “On Right and Wrong Methods of Teaching
Physical Science in Schools,” by J. Angell, F.C.S., F.I.C.

December 12 th. — “ On Manual Instruction in Schools, with special
reference to the Swedish Slbjd System,” by Miss E. P. Hughes,
Principal of the Cambridge Training College for Women
Teachei s.

The Papers, and the discussions on them, have been published, as usual,
in the Educational Times.

8. The Council have much satisfaction in reporting that they have
been enabled, out of the surplus funds accruing from the regular opera¬
tions of the College, to place a further sum of £300 to the credit of the
Benevolent Fund (out of which grants have been made during the year
to distressed members to the amount of £70), and also to carry a sum of
£500 to the credit of the Teachers’ Training Fund, which now amounts
to £1000.

9. During the past half-year the Diploma of Licentiate has been con¬
ferred on three candidates, and that of Associate on eighteen, who had
passed the required examination. Thirty-six new members have been
elected, while notice has been received of the withdrawal of five. The
Council regret to have to report the death of Mr. J. Brook-Smith, Miss
V. L. Isitt, and Mr. Gustave Masson.

Mr. Stewart drew attention to the paragraph in the Report
relating to the Mercantile Examination, and to the steps that
had been taken to meet the demand for recognising the position
of commercial subjects in the school curriculum.

Dr. Bell also expressed his entire concurrence with the action
of the Council, and his desire to see the study of subjects which
were directlj" related to the future avocations of the pupils
placed on a par with literary studies.

With regard to the Statement of Accounts accompanying the
Report,

Dr. Hiron suggested whether, in view of the largely increased
operations of the College, as compared with those of earlier
years, it would not be advisable to supplement the work of the
elected auditors by calling in the assistance of a professional
accountant.

Mr. Moon approved of the suggestion, and stated that the
course recommended would be in accordance with the practice of
other similar institutions.

Mr. Swift contended that the present auditors could not be
regarded as persons unskilled in the examination of accounts,
and that, having a direct interest in the College, they were
better fitted to look after the interest of the members than out¬
siders who had no concern in the welfare of the institution.

Mr. Southee pointed out how, as he thought, improvements
might be made in the form in which these accounts were sub¬
mitted to the members.

Mr. Rule pointed out that the accounts were thoroughly
examined by the Finance Committee of the Council before they
were submitted to the auditors, who conducted an independent
investigation of them and certified to their correctness.

Mr Pinches explained how the Council were entirely uncon-

THE EDUCATIONAL TIMES.

64

[Feb. 1, 1889.

nec.ted with the auditors, who were appointed by the general
body, and whose duty it was to ascertain that the securities for
the trust funds were in the possession of the bankers, through
whom alone the investment of such funds was effected, by the
direction of the Council. Of course, if the members desired it,
the Council would be perfectly willing to engage the services of
professional men to assist the auditors in their work, if the
auditors required such assistance ; but the charter required that
the auditors themselves, who were alone responsible for the cor¬
rectness of the financial statement, should be members of the
College and should be appointed by the general body.

The Report of the Council and the accompanying Abstract of
Accounts were then adopted unanimously.

The meeting then proceeded to the election of twelve members
of Council to fill the places of the twelve retiring by rotation,
and three auditors.

The Chairman having appointed Mr. Brunwin and Mr. Howard
to act as scrutators, the voting papers were distributed, and the
election was proceeded with. On the scrutators presenting their
report, the Chairman announced that the following had been duly
elected : Members of the Council.

E. M. Dillon, Esq., M.A., LL.D., Ivanhoe, Clapham Common.

II. W. Eve, Esq., M.A., University College School, W.C.

Rev. G. Frost, LL.D., 69 Warwick Road, Earl’s Court, S.W.

Rev. R. Lee, M.A., Christ’s Hospital, E.C,

The Bishop of London, The Palace, Fulham.

Sir Philip Magnus, B.A., B.Sc., 48 Gloucester Place,
Portman Square, W.

J. Ogle, Esq., B.A., 61 Sackville Road, Hove, Brighton.

Rev. G. P. Pearce, B.A., Pennington Hall, Southborough,
Tunbridge Wells.

W. J. Reynolds, Esq., M.A., 55 Addison Mansions, West
Kensington, W.

A. P. Southee, Esq., A.C.P., West Cliff School, Ramsgate.

J. Stewart, Esq., A.C.P., University School, Hastings.

R. Wormell, Esq., D.Sc., M.A., City Middle Class Schools,
Cowper Street, E.C.

Auditors.

J. Bell, Esq., M.A., LL.D., 31 Caversham Road, N.W.

Rev. T. Mitchesou, B.A., L.C.P., Clairville, Pelham Road,
Wimbledon.

Jas. Swift, Esq., 229 New Cross Road, S.E.

The Dean presented his Report, which had been printed and
distributed among the members present, and which was as
follows : —

The Dean’s Report.

A general statement of the Examination work of the College during
the past half-year, has been given in the report of the Council, and I
have now to submit to you, in detail, the statistics and the results of the
various examinations.

The Christmas Examination of Pupils took place on the 4th to 7th
December, and was held at 118 Local Centres, and 131 Schools, in all
parts of the country. In London there were nine Sub-centres— two for
boys, and seven for girls. The Provincial Centres were Aberystwith,
Axminster, Aylesbury, Barnstaple, Bath, Bedford, Biggleswade, Bir¬
mingham, Bodmin, Bognor, Bolton, Boston, Bournemouth, Brighton,
Bristol, Burnley, Bury St. Edmunds, Buxton, Cardiff, Carmarthen,
Cheltenham, Chester, Chesterfield, Clacton, Croydon, Darlington, Derby,
Durham, Devizes, Dewsbury, Ealing, Eastbourne, Exeter, Farnham’
Folkestone, Gillingham, Grimsby, Guildford, Gunnersbury, Halifax,
Harrogate, Hastings, Hereford, Hornsea, Huddersfield, Hull, Ilfra¬
combe, Isle of Man, Isle of Wight, Jersey, Keighley, Kidderminster,
King’s Lynn, Leamington, Leeds, Leicester, Lincoln, Liskeard, Liver¬
pool, Llanelly, Loughton, Maidstone, Manchester, Margate, Matlock,
Midhurst, Newbury, Newcastle-on-Tyne, Newcastle-under-Lyme, New¬
port (Mon.), Northampton, Norwich, Nottingham, Ongar, Oswestry
Paignton, Plymouth, Portsea, Portsmouth, Ramsgate, Reading, Rich¬
mond (Surrey), Saffron Walden, Salisbury, Saltburn, Scarborough,
Sheffield, Sherborne, Shrewsbury, Snettisham, Southampton, Southend’
Southport, South Shields, Stamford, St. Anne’s, St. Asaph, Stockton,
Sunderland, Swindon, Taunton, Torquay, Totnes, Tregoney, Tunbridge
Wells, Wellingborough, Wellington (Salop), Weston-super-Mare
Weymouth, Whitchurch (Salop), Whitstable, Wincanton, Windsor
Wisbech, Wolverhampton, Yarm, Yarmouth, and York.

The total number of candidates examined was 9,437, of whom 4 514
were boys and 4,923 girls. Of these there were examined : —

Boys. Girls.

At the London Centres . 72 1 900

At the Provincial Centres ... 2,754 3,030

At their own Schools . 1,039 ’993

4,514 4,923

Taking the Midsummer and Christmas Examinations together, the total
number of candidates examined for Certificates during the year (not in¬
cluding those who presented themselves at the Professional Preliminary
Examinations in March and September), was 14,748.

The following table shows the proportion of candidates who have ob¬
tained certificates at the Pupils’ Examinations held during the past five

Year ending Entered. Passed. Percentage.

Christmas, 1884 . 13,279 10,235 . 7 7 ' 0

,, 1885 13,895 10,477 75-4

,, 1886 14,513 11,638 80-2

,, 1887 14,961 11,265 75-3

,, 1888 14,748 11,209 76‘0

The number of passes in the above table includes a considerable
number of candidates who failed to obtain a certificate of the class for
which they were entered, but were entitled under our rules to receive a
certificate of a lower class. The actual proportion of passes to entries, in
the case of boys and girls respectively, in the class for which the candi¬
dates were entered, at the recent Christmas Examination is as follows : —

Boys.

Entered.

Passed.

Per ceil

Entered for First Class

227 ..

128

56

Entered for Second Class . . .

... 1,844 ..

740

40

Entered for Thud Class ...

... 2,443 .

.. 1,764

72

Girls.

Entered for First Class

351 ..

174

50

Entered for Second Class ...

... 1,711 ..

869

51

Entered for Third Class . . .

... 2,861 .

.. 2,242

78

It will be seen from a comparison of the above figures that, taking the
three classes together, the results in the case of the boys do not differ
materially from those of the girls’ examination, though the passes are
somewhat unequally distributed between the classes. It will also be seen
that the effect of the alteration in the regulations for passing in the First
Class, which came into operation in 1887, has not, now that the conditions
are fully appreciated, resulted in the large reduction in the number
of girl candidates that had been anticipated by some ; but that notwith¬
standing the raising of the total of marks required for a Certificate, and
the restriction in the choice of obligatory subjects, the girl candidates
show almost as good a percentage of passes as the boys.

The number of candidates who presented themselves at the Christmas
Examination for Certificates of Proficiency in Mercantile Subjects was 20,
of whom nine obtain Certificates, four of them with distinction. This
result for a first examination must be regarded as satisfactory.

At the Supplementary Examination for First and Second Class Certificates,
which was held on the 4th to 6th September, in London and at five
Provincial Centres — Birmingham, Bristol, Leeds, Liverpool, and Jersey —
27 0 candidates presented themselves. The number of candidates examined
at these Supplementary Examinations during the year was 551.

The Christmas Examination of Teachers for the College Diplomas took
place on the 1st of January and throe following days, and was attended
by 91 candidates, of whom 54 were men and 37 women. The subjects of
examination included the Theory and Practice of Education, Scripture
History, English Language, English History, Geography, Arithmetic,
Algebra, Euclid, Trigonometry, Analytical Geometry, Latin, Greek,
French, German, Natural Philosophy, Experimental Physics, Animal
Physiology, Zoology, Geology, Chemistry, Drawing, and Music. On the
results of this examination, 2 candidates have obtained the Diploma
of Licentiate and 28 that of Associate. The Doreck Scholarship of £20
has been awarded, as well as the following prizes : £10 for the best
candidate in Theory and Practice of Education, and £5 for Mathematics.

The Preliminary Literary Examinations of the Royal Veterinary Col¬
lege and of the Pharmaceutical Society have been held, as usual, at the
times appointed by those bodies. For the Royal Veterinary College 67
candidates have been examined during the past year, and for the Phar¬
maceutical Society 1,391.

H. W. Eve.

Mr. Southee, referring to the Mercantile Examination, said
that he fully appreciated the difficulty of starting such an
examination, and was glad to see, from the results, that the
papers set had not been found too difficult for the average run of
candidates.

Mr. Stewart suggested whether it would not be expedient for
the Council to consider the advisability of abrogating the rule
by which candidates who failed to pass in the class for which
they were entered, were allowed to pass in a lower class.

Mr. W. Brown said that there had been some controversy with
respect to the First Class History paper set for the recent exami¬
nation. For himself, he regarded such a paper as unsuitable
for the general run of candidates, however good it might be for
those who had made a special study of the subject. The Dean
would, no doubt, take account of the criticism that the paper had
evoked, and do what might seem to him necessary to secure a
fair and reasonable test adapted to the state of instruction that
might be looked for in the great majority of efficient schools.

Mr. Rule thought that free and open discussion of the

Feb. 1, 1889.]

THE EDUCATIONAL TIMES.

65

character of the examination papers was a good thing in
itself, and should be encouraged. The examinations of the
College had undoubtedly risen in public estimation for many
years past, and he would be glad if the Council would take steps
to secure the recognition of their Certificates by the Education
Department, as they were recognised by the Medical and Legal
Councils.

. Mi\ G. Brown remarked that he was strongly impelled to
join the protest of many teachers against such papers as that to
which attention had been called. He also thought it somewhat
anomalous that the Council, at the very time when they were
instituting examinations in commercial subjects, should have
increased the number of marks assigned to Latin.

The Rev. G. A. Gayfer was of opinion that the conditions of
the First Class examination should be still further relaxed by
allowing greater liberty in the choice of obligatory subjects. The
four English subjects were obligatory for the Third Class, and the
same foursubjects were absolutely required of Second Class candi¬
dates. Whatever might be said in favour of this plan in the case
of the lower certificates, for which a certain uniformity in the lines
of instruction might be looked for, he considered that in the
highest class of the school, opportunity should be afforded for
greater selection of subjects, and the regulations for the Fii’st
Class certificates thould be modified accordingly.

Mr. Hamilton, reverting to the matter of the First Class
History paper, complained that some of the questions that had
been objected to were what he would call questions of historical
gossip ; — the nicknames of certain Parliaments were really of no
more importance to the student of history than the nicknames
given to certain politicians.

The Rev. A. B. Beaven agreed that the question about the
Parliaments referred to by the last speaker was open to exception,
but he might mention that a similar question had appeared in
a recent Cambridge Local Examination paper. With regard to
the questions on the special period of only 2 G years, which had
also been commented on, he would only remark that, from the
performance of many of the candidates, it seemed to be taken
for granted that the knowledge to be acquired by getting up
ten pages of Collier’s History would be sufficient for passing in
the subject.

Mr. Charles said that, as one of the examiners in History,
though not responsible for the particular paper in question,
he wished to say a word as to the state of the instruction
given in English History in a great many schools, as shown
by the answering of a large proportion of the candidates.
Such answering might tnily be described in a great number
of cases as the merest historical gossip. The ignorance
displayed was not that of details, but of the most elementary
and leading facts in the history of our country. It appeared to
him that this unfortunate result was mainly due to the use of
inadequate text-books. It was not that candidates failed merely
from defective knowledge, from having forgotten what they had
been taught ; but from having been taught wrongly, or not at all.
As a rule, these failures were not of isolated individuals, but of
groups evidently from particular schools. Some miserable
compilation of dates and gossip had evidently been the sole
source of information to which these unfortunate candidates
had had access. He would suggest that the Council should draw
up a list of proper text-books, and books of reference for the
teacher, that might be fairly recommended, and should instruct
the examiners in the main to follow these books in setting their
papers. As to the paper that had been the object of so much
advei’se criticism, he wished to say that he had never seen more
suggestive papers in history than those set by the examiner
in question; and it should be borne in mind that the object of
an examination was not merely to see that the candidates knew
this or that, but to furnish hints to the teachers, and point the
way to improvements in the method of instruction. He was, he
confessed, one of those who were proud of his connection with
the College, which he believed had a great future before it; but
in order to exert its proper influence on the education of the
country it was necessary that it should not be content to wait
on outside opinion, but should take the lead in pi’omoting every
good work for the advancement of the great cause that all
teachers had at heart.

The Rev. Dr. Hiron thought it would be a matter of regret
if the eccentricities of any individual examiner should have
the result of unduly fettering the discretion of Examiners.
According to his own experience, which had been a pretty
extensive one, there was no subject in the whole school curri¬
culum that was, as a rule, worse taught than English history,

and ludicrous indeed were the blunders perpetrated by
examinees. Examiners were thankful to receive intelligent
criticism of their work, and to profit by suggestions. They
should also bear in mind that the most successful reformers,
whether Examiners or otherwise, were those who were careful
not to go too far ahead of those whom it was their desire to reform.

The Rev. Canon Daniel observed that, in judging of ex¬
amination papers, it should be remembered that the object of an
examination was not merely to ascertain what the candidates
knew, but to direct the attention of both pupils and teachers to
what ought to be studied. It was also to be noted that the study
of history had made great advances of late years, and that text¬
books in which little or no account was taken of this progress
were out of date and unserviceable.

The Dean said that there seemed to be little for him to reply
to after what had been said on one side and the ..other with
reference to the history paper. With regard to the remark of
one of the speakei’s as to the relative value of liberal and com¬
mercial subjects, he would observe that he thought that as a rule
men of business would prefer to engage as a clerk a youth with
a good general education rather than one who was an expert
book-keeper but whose general education was defective. It was
for parents and teachers to consider very carefully whether the
pupil’s general education might not suffer if he were led away
too early to the study of technical subjects.

The Report of the Dean was then adopted.

A vote of thanks to the Chairman, proposed by Dr. Wormell
and seconded by Sir Philip Magnus, having been carried by
acclamation,

The Chairman expressed the great pleasure it had afforded
him to preside over the proceedings, and regretted that circum¬
stances made it difficult for him to attend more frequently the
meetings of the Council and of the general bodjr.

After the meeting, the following members and' officials of the
College dined together at the Holborn Restaurant, under the
presidency of the Rev. Dr. Jex-Blake: — Rev. R. Alliott, Mr.
Barlet, Rev. A. B. Beaven, Mr. Benzemaker, Mr. F. Bidlake, Mr.
Brown, Mr. Browning, Mr. Bruce, Miss Buss, Mr. Charles, Rev.
Dr. Colies, Dr. Dillon, Mr. Eve, Rev. A. Gayfer, Mr. Heppel,
Rev. Dr. Hiron, Mr. Hodgson, Mr. Howard, Mr. Lee, Mr. Leriche,
Mr. Milne, Rev. J. Mitcheson, Mr. Nasmith, Mr. E. Pinches,
Mr. W. B. Pinches, Miss Pohler, Mr. Robinson, Mr. Rule, Mr.
Schreiner, Miss Snudden, Mr. Southee, Mr. Stewart, Mr. Stokes,
Miss Sturton, Mi’. Swift, Mr. Thomas,

Several friends of members were also
proceedings were agreeably diversified
by several of those present.

Mr. Tidy, Dr. Wormell.
among the guests. The
by music and recitations

ADJOURNED MEETING OF THE COUNCIL OF THE
COLLEGE OF PRECEPTORS.

An adjourned, meeting of the Council was held at the College on
Wednesday, the ‘23rd ult. President : — The Rev. T. W. Jex-Blake,
President, in the chair ; Rev. R. Alliott, Miss Bailey, Rev. J. O. Bevan,
Mr. Brown, Rev. Canon Daniel, Dr. Dillon, Mr. Eve, Rev. Dr. Hiron,
Miss Jebb, Sir Philip Magnus, Mr. Pinches, Mr. Robinson, Mr. Stewart,
and Dr. White

Diplomas were granted to the following, who had completed their
subjects at the Christmas Examination of Teachers : — Licentiateship — W.
A. Beanland, Miss S. G. Toplis; Associateship— II. H. Abdy, MissG. E.
Basford, A. T. Baxter, Miss M. J. Bromley, MissM. Davis, J. A. Dobbs,
T. Dickinson, C. E.Elworthy, A. E. Farley, A. W. Gibb, G. Holland, Miss
C. A. Hudson, F. >S. Jago, J. C. Jones, Miss A. E. Leetham, Miss H. A.
Martin, H. Neale, H. F. Reynolds, J. S. Ross, II. Salt, F. H. Shoosmith,
W. B. Sleeman, J. Smith, Miss L. Slade, C. P. Stewart, J. T. Topham,
G. W. Webb, Miss E. A. Wonnacott. The Doreck Scholarship of £20 was
awarded to Miss S. G. Toplis; and the prize of £10 for Theory and Practice
of Education, as well as the prize of £5 lor Mathematics, to Mr. J. S. Ross.

TEACHERS’ DIPLOMA EXAMINATION.— PASS LIST.

January, 1889.

Theory and Practice of Education.

LICENTIATESHIP.

Beanland, W. A.

Ross, J. S.

Toplis, Miss S. G. .

associateship.
Abdy, H. H.

Basford, Miss G. E.
Baxter, A. T.

Blakey, J. H.

Davis, Miss M.
Dickinson, '1'.
Dodds, J. A.
Elworthy, C. E.
Gibb, A. VV.
Holland, G.

Hudson, Miss C. A.
Jago, F. S.

Jones, J, C.

G6

Leggett, Miss C.

Martin, Miss IL A.

Mullins, J. C.

Neale, H.

Powell, E. T.

Readman, Miss B. K.
Reynolds, H. F.

Salt, II.

Shoosmith, F. II.

Slade, Miss L.

Smith, J.

Sowter, Miss E. J.

Stewart, C. P.

Topham, J. T.

Tremain, Miss 0. P.

Webb, G. W.

Yelland, Miss A.

Scripture History.

Brake, Miss M. S. R.
Reynolds, H. F. {lion.)
Tremain, Miss C. P.

W interbottom, H.

English Language.

Butler, S.

Cohen, Miss R.

Garrod, Miss A. A.

Harrison, Miss E.

Harvey) H.

Hepher, J.

Jarvis, Miss R.

Johnson, E. S.

Leggett, Miss C.

Mullins, J. C.

Mushet, Miss E.

Neale, H.

Payne, W. H.

Powell, E. T.

Reynolds, H. F.

Roberts, Miss E. F. M.
Topham, J. T.

Tremain, Miss C. P.

Watson, G. P.

Winterbottom, FI.

English History.

Brake, Miss M. S. R.
Burrows, Miss S.

Butler, S.

Bvgrave, Miss Iv. S.

Dunlop, Miss J.

Harvey', H. ( hon .)

Harvey, M.

Flepher, J.

Holmden, Miss E.

Jarvis, Miss R.

Meadows, H.

Neale, H.

Payne, W- H.

Powell, E. T.

Reynolds, H. F.

Rowswell, W. J.

Sowter, Miss E. J.

Topham, J. T.

Tremain, Miss C. P.
'Wiuterbottom, H.
Geography.

Brake, Miss M. S. R. (hon.)
Butler, S.

Dunlop, Miss J.

Evans, P. E.

Garrod, Miss A. A.

Harvey, H.

Harvey, M.

Hepher, J.

Hewett, R. W. T. C.

Mushet, Miss E.

Neale, IF.

Payne, W. H.

Powell, E, T. {hon.)
Reynolds, H. F. {hon.)
Rowswell, W. J.

Tabor, Miss E. E.

Topham, J. T.

Tremain, Miss C. P.
Winterbottom, H.
Arithmetic.

Bromley', Miss M. J.

Butler, S.

Garrod, Miss A. A.

Harrison, Miss E.

Harvey, H.

Flarvey', M.

Hepher, J. (hon.)

Hewett, R. W. T. C.

Hudson, Miss C. A.

Leetham, Miss A. E.

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

Meadows, H.

M ullins, J. C.

Neale, FI.

Payne, W. H.

Powell, E. T.

Reynolds, II. F. (hon.)

Rowswell, W. J.

Sleeman, W. B.

Topham, J. T.

Winterbottom, IF.

Wise, J.

Wonnacott, Miss E. A.

Algebra, licentiateship.
Spellman, J. J.

Ross, J. S.

ASSOCIATES HIP.

Douthwaite, A.

Harvey', H.

Harvey, M.

Reynolds, IL. F. (hon.)

Rowswell, W. J.

Topham, J. T.

Euclid. LICENTIATESHIP.

Battle, G. E.

Ross, J. S. (hon.)

Spellman, J. J.

ASSOCIATESHIP.

Evans, P. E.

Farley', A. E.

Harvey', H.

Johnson, E. S.

Topham, J. T.

Reynolds, H. F.

Trigonometry.

LICENTIATESHIP.

Ross, J. S. (hon.)

Analytical Geometry.

LICENTIATESHIP.

Ross, J. S.

Natural Philosophy.

LICENTIATESHIP.

Ross, J. S. (hon.)

ASSOCIATESHIP.

Farley, A. E.

Treasure, H. G.

French. licentiateship.

Funke, 0.

Nichols, Miss FI.

ASSOCIATESHIP.

Brake, Miss M. S. R.

Dunlop, Miss J.

Grant, Miss A.

Harrison, Miss E.

Hepher, J.

MacGregor, Miss I. E. C.

Neale, IL.

Sowter, Miss E. J.

Wonnacott, Miss E. A.

German, licentiateship.

Funke, 0. (hon.)

ASSOCIATESHIP.

MacGregor, Miss I. E. C. (lion.)
Tremain, Miss E. P.

Latin. ASSOCIATESHIP.

Reynolds, H. F.

Greek. licentiateship.

Miles, G. C.

Exp e ri mental Phys i cs .

licentiateship.
Spellman, J. J.

Chemistry, licentiateship.
Schindler, C. A.

Animal Physiology.

LICENTIATESHIP.

Nichols, Miss H.

Ross, J. S. (hon.)

Schindler, C. A.

ASSOCIATESHIP.

Gilley', Miss A. M.

Mile9, G. C.

Tremain, Miss C. P.

Zoology. LICENTIATESHIP.

Schindler, C. A. (hon.)
Drawing.

Cazalet, Miss J. M.

Meadows, H. (hon )

Sowter, Miss E. J. (hon.)

PLAY.

Thf. attention now given to play as a necessary adjunct to
work is one of the most satisfactory signs of the reality of our
progress in sound education. When first the ideal “school-
msster was abroad” the improvement of what he was pleased to
call our minds was to be carried on in a most one-sided fashion ;
a mere change of occupation, always with a view to utility
of the most obtrusive kind, was enough for the recreation
of any intelligent being. It is most true that utility
should never bo lost sight of, but the test cjuestion, Useful for
what ? must be asked in a more comprehensive spirit. It is
needless now to urge that, as, regards the training of the young,
the reply must have direct reference to the development of the
faculties in the due order which Nature points out. The health)'
infant first begins to take notice in a very indiscriminate way of
its own, and is led on to distinguish differences in forms, size, and
color ; then to put things together and find out by practice that
the square peg does not fit into the round hole, and that less than
three straight lines will not enclose a space, which space will
always have three corners in it, so that when he wants a name
for these familiar forms he has a very clear notion of what a
triangle means — and so on.

Is this work or play P If the two words are put in exclusive
opposition to each other yve may strive in vain to draw any line of
distinction between them. But the natural faculties born with
us crave for appropriate exercise; to satisfy this instinct gives
pleasure, to repress it causes disappointment. As long as this
activity is purely spontaneous it will, as a rule, be rightly called
play, and the skill of the teacher is shown in calling forth this
spontaneity by helpful suggestions, so that the steps towards the
heights of Parnassus shall not be too great a strain upon the
nascent powers of the young pilgrim. The stimulus thus afforded
calls forth exertion of a more severe kind before a new idea can
be realised and become part of the stock of intelligence which
comes spontaneously into use. Play has merged into yy'ork during
the process, and may be made to do so without any loss of the
sense of pleasure which is naturally associated with healthful
exercise, for the habit of exertion becomes in itself pleasurable.
Here we come to a danger of another kind. Exertion, though
voluntary and delightful, may yet be made in excess of the
powers given by Nature. They may be not the less over-stim¬
ulated because they are willingly self-stimulated ; but their action
ceases to be truly spontaneous, and yve must fall back upon play
to restore the balance.

This is but an outline. There are many practical difficulties.
In the mixed classes of a school, what is hard work to some may
be mere play to others, and this last will be the case not only
with those who are more ready-witted, but with those also whose
intelligence is more superficial and more readily satisfied.
Moreover, this play to them soon becomes monotonous, and tends
to idleness or even the far worse vice of laziness. There are
others, on the contrary, who are always on the look-out for
difficulties, and even the most excellent virtue of thoroughness
has the “ defect of its quality.” Though such workers will
often go far in the long run, they waste much time in labour
prematurely misapplied, and miss golden opportunities through
their tardiness. They may feel bitterly humiliated by the
success of others whose work they know to be on a lower
standard than their own, and even lose heart altogether from
their isolation.

There are minds of both these extreme types who w'ould do
better by receiving more individual and special instruction than
can be well afforded to them in a large class ; but in many ways
boys, and especially boys trained under the influences which
govern a good public school, teach each other more effectually in
their play than a master can do by more direct and formal
methods. They are wonderfully acute in finding out shams, and
take the conceit more thoroughl)' out of them by acclamation,
while their very forcible irony brings home to the unready the
useful truth that “ to hesitate is to be lost.” When anything
has to be done nothing is worse than to stand agape like a fool. A
youth is told, perhaps, that he “oughtn’t to think ” and that he
” ought to think ” almost in the same breath, which no doubt
sounds confusing, but practical illustrations afford a practical
interpretation. The little world of the playground is in some
respects a better preparation for the actual work of life than the
school — or let us say rather of the class room — for the school
should include both. A boy is taught there that he has to find
his own place, that he must be of some use in the games of the
school, or he will be left out of them altogether. Some studious

Feb. 1, 1889.]

THE EDUCATIONAL TIMES.

67

lads, and more especially those who are home-bred, arc very slow
to get a hold of this practical truth. They are praised for their
docility in learning, perhaps justly so, but they never get out of
leading-strings. They go into the world, expecting to find that
this in actual life is the whole duty of man, and that it is the
special duty of their superiors to give them lessons. It is most
true that every one who is in any sense an employer should be
ready and willing to help on those who are working under him,
but for their own sakes it must be done in a different manner.
Only those can be helped who can learn how to help themselves,
and the only sense in which a man can be said honestly and
independently to help himself is by rendering acceptable service
to those from whom he in return receives his support. It is,
indeed, something for a man to be able to do correctly just what
he is told to do, but he cannot expect to be told too much or too
often. And more than this is required from every one who would
fit himself for anything higher than the most mechanical
routine : every advance upon this requires the capacity to under¬
take more or less of individual responsibility. Even changes in
detail from one kind of routine to another require that each one
must learn for himself and find out how to make the most of the
help which other busy workers can afford to give him. Even the
most benevolent of travellers cannot count as on the strength of
their party those who want to be carried to their destination,
however ready they may be — and ought to be — to support those
who fall out of their ranks by misadventure. The habit of
independence which is taught iu the class room may be most
effectually realised in the playground, and both are connoted as
spheres for the appropriate action of the schoolmaster who would
be a true trainer of men.

Happily for us, the habits of our English boys have in them,
in a pre-eminent degree, the essentials requisite for developing
this branch of education. A lad who can merely spin a top or
show skill in “ knuckling down at taw,” gets the small modicum
of credit which is due to such merely personal accomplishments ;
the lively interest of the rising generation centres in cricket
and in football, and in such organised games as imply much
more than these. Each one must work for his side, and for the
honour of his school. He is taught to feel that he plays a very
mean and shabby part when he plays only for his own hand.
He must go where the captain of his eleven, or of his fifteen, tells
him he ought to go, to make the best of the team of which he is
a member. If he wants to bowl when some one else can bowl
more effectually, he is properly snubbed,— possibly he may
have been right, but he learns to bide his time, and that is a
useful lesson for himself and his companions also, which should
stand them in good stead for the rest of their lives. He must
be alert at his post, though it may be one he does not like, and
prompt to “ back up ” and guard against any possible mischance.
Discipline of this kind effectually takes a lad out of himself.
If inclined to dreaming it impels him to sustained attention ;
the excuse will never be received that he did not expect anything
to come his way. It does come his way, and he is caught
napping. The theory formally taught comes home to him with
a very personal application when he finds that he cannot get on
anywhere unless he minds w-hat he is about.

The playgi’ound, no doubt, has to be watched constantly and
with the most judicious care ; but many most important truths
can be most effectually brought home when the master can lay
aside for a while the weight of his authority and identify himself
more fully with his pupils. Cheating of all kinds is more
keenly felt to be mean, detestable, and a common nuisance when
it is seen that it spoils even every game that is worth playing.
And the finer shades of honour and fair dealing are instinctively
recognised when the master can say with all his heart that we,
not you or I, but we, have little cause to boast of a success
which has been gained by a mere fluke, or by some chance
weakness on the other side — when he can draw his young
companions with him to acknowledge without envy the mei'its
of their opponents, and show them something of the true grace
of courtesy, and the unostentatious self-respect which springs
from it. He can show here, perhaps even better than in the
schoolroom, that defeat in a well-fought contest is not degra¬
dation, and talk more freely over what ive did, or left undone,
that might have led to a different result ; and that while
mistakes may be amended or retrieved, sticking to them with
our eyes shut is folly without excuse. The child is father of the
man, and the best lessons of life are learned in the world which
is most real to him.

If one word of suggestion may be added to the teacher on this
aspect of his life’s work it would be this : — Bear ever in mind

that your obj ect is not to do yourself, but to inspire others to
do; encourage independence of action wherever it is genuinely
shown. You need not on this side be “ cock of the school”
on all occasions : let the young birds try their wings. They will
not forget the authority of the master because they have found
him to be more than a master — their friend and their councillor
who cau understand their difficulties and upon whose ready
sympathy they can ever rely.

Still, though these weighty considerations are involved, play
must be real play. The law of the intermittence of activity runs
through all Nature. Play must be truly a recreation (but not a
dissipation) of our energies.

The string overstretched breaks, and music flies ;

The string- o’erslack is dumb, and music dies.”

The degree of tension which yields harmony lies between the two
extremes.

Moreover, it is the genuine spontaneity of play which makes it
so valid a test of the qualities which go to the formation of
character, and will most strongly tend to govern conduct in after
life.

The inability to play must be accounted a great defect and mis¬
fortune — though it must be admitted that in maturity especially,
men will take their play in very different ways. But few powerful
minds have been without a keen sense of humour ; many have
possessed it in a marked degree ; and this quality is a sure sign
that the capacity was not wanting in them. Of a very different
type is the being of portentous gravity who looks as though he
dared not shake his head for fear of disarranging his ideas. A
good game of play would be kill or cure for him, and only in our
reckless moments could we suggest so desperate a remedy. He
must serve rather as a warning to learn how to play in good time
and never afterwards to lose the habit. How much work has been
marred by exclusively regarding a subject till the mind works
into a narrow groove of its own, and loses all sense of proportion.
A little real play would have given new energy to the faculties over¬
strained, and brought them into harmony with others probably in a
distressing state of half-repressed irritation from the want of a due
modicum of exercise. The worker returning refreshed to his
subject, if not able to see all sides of it, at all events finds that he
observes many more of them than he had ever seen before.

The saddest of all the aspects of our civilisation cannot be alto¬
gether passed over. There are many to whom real work and play
are alike unknown. It would seem to be in the very nature of
things that the two must go together, and each one must be
made the fitting counterpart of the other. Much as those of us
who work with our brains find the need of some bodily exercise
to keep us in good working order all round, so those whose work
draws heavily on their bodily strength, show that they require
something more than mere rest from their toil, and the unsatisfied
want for amusement and recreation too often finds an outlet in
reckless dissipation, alike fatal to -work and to play. It is a true
and wise instinct which has brought agencies of both kinds, to
bear against this great national evil. We want play for the
workshop as well as for the schoolroom.

There has been some discussion lately about the dangerous
nature of our games. Football has been especially the subject of
animadversion. It -would not be quite safe to take the word of the
boys about it, for, of all things, they fear the bare suspicion that
they could funk anything. But the opinion of young men who
have not lost touch of boyhood, and especially of those who
have acquired some sense of responsibility in the higher classes
of our public shools, is more to be trusted than that of their
grandmothers. The necessity of vigilant and intelligent super¬
vision is admitted, in order to check thoughtless abuses which
are sufficiently obvious. But are all games which call for
strenuous exertion to be discouraged and kept in leading-strings ?
Against the risks and accidents, of which we hear so much, must
be set the far larger and more general gain which results from such
manly training. The quick eye, the sure foot, the body well
balanced so as to give full play to the internal organs, and the
best and promptest use of every limb ; the self-control and
presence of mind in the face of sudden danger — are not all these,
and such as these, elements of safety both to those who possess
them, and those who may be aided by the possessors. Strength
may be overtaxed or unwisely used, and we must do our best to
guard against excess ; but it is far worse to induce an artificial
weakness and delicacy that falls an easy prey to the inevitable
accidents to which we are constantly liable.

A miserable, morbid sentiment too often finds expression
that pain is the greatest of evils, that hardships are degrading,

THE EDUCATIONAL TIMES.

68

and physical strength essentially brutal. Humanity suffers
far more from the apathy of the weak than from the vigour of
well-trained strength. It is no more true that such strength
despises physical weakness than that weakness habitually en¬
vies strength. Both evils are possible, but neither are charac¬
teristic ; and both are equally under the control of sound and
righteous education. Let the weak rejoice in the joy of the
strong man in his strength, and recognise in it one great element
of the national greatness in which he shares and to which he
in other ways may contribute. Let us get rid utterly of the
absurdity that mind and body are adversely in opposition. All
activity, whether termed mental or bodily, depends equally on
the brain, and is associated and correlated there in ways more
subtle than we can determine. We acknowledge the differences
which exist in the individual, and, while in early life our aim is
so to develop the weaker faculties that none should be wholly
wanting, we strive in maturer years to give full effect to those
powers which justly claim predominance ; so that each and all
of us may best serve his God and his country with the best
members which he has. R. H.

UNIVERSITY AND COLLEGE INTELLIGENCE.

University of London.

A supplementary B.A. pass-list (Colonial) has been issued, showing
that one candidate has obtained the degree at Hong Kong and
another at Toronto ; each passes in the First Division.

The pass-list of the Intermediate Examination in Music, due before
our last number was issued, has since been published, and it appears
that eleven of the fourteen candidates are successful ; three of these
are already graduates in Arts (B.A.), and one is a D.Sc. The only
candidate at the Intermediate D. Mus. Examination has also passed,
and in the First Division.

During January the whole series of examinations in Laws have
been held, also the half-yearly Matriculation Examination and the
Preliminary and Intermediate Examinations in Medicine ; but only
the pass-lists of the Intermediate Examination in Laws and the
LL.B. Examination have been published. The former shows 29
names (22 in the First Division), and the latter 17 (only 4 in the
First Division).

A meeting of Convocation was held on January 22nd. The heads
of business on the agenda-paper were few and unimportant. Some
proposals for making the University a coaching institution and a
mutual improvement society were vigorously snuffed out ; but a
resolution approving of the formation of a debating society was
passed. It is only to be hoped that applications for such approval
for projects which are still in the clouds, and with which Con¬
vocation as such has nothing to do, will not become the fashion.
Some resolutions suggesting that the mathematical papers should be
set on the earlier days of certain examinations were also passed ; but
it seems to us that the reasons urged in favour of the suggestion
might he urged with equal force in regard to papers in other subjects.

A reference was made by the Chairman (Dr. Wood) to a matter of
another character, but of more immediate interest. It may not be
generally known that, in 1887, a movement was set on foot for
commemorating both the Jubilee of the Queen and that of the
University, which fell in the same year. Contributions were made
by the Senate, the graduates, and some examiners, amounting in all
to above £700. The Managing Committee resolved, if the sum at
their disposal allowed, to set up within the University building a
statue of the Queen ; and Mr. Boehm, having been approached on
the subject, kindly undertook to execute a statue for a sum not
exceeding that in the hands of the committee. Her Majesty’s Board
of Works undertook the mounting of the statue; and Dr. Wood
announced that there is good ground for expecting that the work
may be completed by Presentation Day of the current year (May loth).

Oxford.

Mr. C. H. Thompson, B.A., Queen’s College, is the Senior Mathe¬
matical Scholar for 1889; Mr. A. E. Jolliffe, Scholar of Balliol
College, the Junior Scholar, and Mr. S. A. F. White, Scholar of
Wadham College, the Junior Exhibitioner.

The Vacation, though it has not teemed with incident, has not been
entirely uneventful. The sword which for loDg weeks hung suspended
over the Warden of Merton’s head has been removed. The sentences
which had been thought to rival the utterances of Mr. O’Brien,
were declared on affidavit to be jokes. The trouble is over, the
cloud has passed harmlessly away.

The beginning of Term brings tho usual wrangle over lecture-lists ;
some have more than they want of what they do not need, and none
have all of what they want. Ths Camden Professor of Ancient
History will lecture on the same subject and at the same time as the
Reader in Ancient History.

[Feb. 1, 1889.

The lectures at Wycliffe Hall this term will consist of the following
courses: — (1) Elements of Christian Doctrine, Articles xi., &c. ; (2)
The Historical Books of the Old Testament (Joshua — Esther) ; (3)
The Psalms, exx — cl. ; (4) Hints on the preparation of Sermons ; (5)
Hebrew. There will be eight addresses in the hall, open to ladies and
gentlemen, on Wednesdays, at 3 p.m., beginning January 23rd;
subject — Elements in the Christian Life.

The Professor of Music will deliver a lecture on * 1 The Ancient
Forms of Dance Music in England,” with illustrations on the
pianoforte, in tho Sheldonian Threatre, on Wednesday, March 6 th,
at two o’clock.

Sir Charles E. Bernard, K.O.S.I., will give a course of six Lectures,
by appointment of the Delegates of the Common University Fund, on
11 The Land Revenue System of India.”

Mr. F. M. West, a blind gentleman, has obtained a second class in
honours in the History School. Mr. West was educated in the Blind
College, Worcester.

Cambridge.

At a Congregation held on the morning of January 10th, Dr. Taylor,
Master of St. John’s College, formally vacated the office of Vice-
Chancellor by delivering up the maces and seals of office to Dr. Searle,
Master of Pembroke College, who was elected his successor in November
last. In his valedictory address the retiring Vice-Chancellor reviewed
the chief events of the past academical year, foremost in exceptional
interest being the royal visit on the 9th of June, when the Prince and
Princess of Wales and the Princesses Louise, Victoria, and Maud of
Wales honoured the University with their presence, on the occasion of tho
admission of His Royal Highness Prince Albert Victor Christian Edward
of Wales to the degree of Doctor of Law honoris causa. After referring
to the obituary for the year, Dr. Taylor intimated that tho application for
a reduction of the sums c.ontributable by the colleges to the Common
University Fund in the next three years had been carefully considered
by him and granted. The subject for the Yorke Prize, 1889, is “An
historical sketch of the equitable jurisdiction of the Court of Chancery.”
The prize is of the value of £100, and is open to graduates of the Uni¬
versity who are not more than seven years’ standing from admission to
their first degree on December 1st, 1889, on or before which day the
essays are to be sent in to the Vice-Chancellor.

The Slade Professorship of Fine Art is vacant. The Professor is elected
for a period of three years, but maybe re-elected. The election will take
place on Friday, February 22nd.

Professor Stokes, M.P. for the University, and President of the Royal
Society, has been appointed to the office of Sir Robert Rede’s lecturer for
the present year.

The election of a Hulsean Lecturer will take place on Saturday,
February 16th. Candidates must be of the ago of 30 years or upwards,
and in holy orders, and they must be Masters of Arts or of some higher
degree in the University of Cambridge. The Lecturer receives a stipend
of about £70, and holds office for one year only; but may be re-elected
after an interval of five years. He is required to preach at least four
sermons during his year of office, at times prescribed by the authority of
the University, but is not required to print or publish his sermons.
Candidates must send their names to the Vice-Chancellor.

The managers of the Craven fund are prepared to receive applications
from graduates of the University, of not more than five years’ standing
from the completion of their first degree, who desire to be elected to a
Craven studentship. The object of the studentship is the furtherance of
advanced study or research, away from Cambridge, in the language,
literature, history, archaeology, or art of Ancient Greece or Rome, or
the comparative philology of the Indo-European languages. The
emolument of the studentship is £200 a year.

Examinations for Scholarships at Downing, Clare, and Corpus Christi
Colleges are announced.

Other Universities, Colleges, and Schools.

Two new professorships have been created at the University of Durham.
The first of them, surgery, 'has been assigned to Dr. Heath, Newcastle ;
and the second, physiology, to Dr. Oliver. The Senate in taking this
step have doubtless been moved by consideration of the importance of
rendering the medical school of the University as complete as possiblo.

Mr. Andrew Lang, Gifford Lecturer for St. Andrews University,
delivered his introductory address at St. Andrews on the afternoon of
January 1 7, to a large audience of students and general public.
Principal Donaldson presided.

Professor Sylvanus P. Thompson has written to the Times regretting
that the Parliamentary Session should have been allowed to close without
some protest at the way in which, after the intimation given early last
year by the Right Hon. the Chancellor of the Exchequer, the interests of
the provincial University Colleges are still neglected. He points out that
whereas the Irish Universities and University Colleges, tho Scottish and
the Welsh Colleges receive adequate provision, the eleven English Uni¬
versity Colleges arc denied all Imperial support ; and urges the Parlia¬
mentary representatives of large towns which contain University Colleges
to unite, and by drafting a special Bill, and introducing it early next
Session, to hasten the dilatory hand of the Government and save the
weaker Colleges from bankruptcy, which stares them in the face.

Feb. 1, 188!).] THE EDUCATIONAL TIMES.

69

University Correspondence Classes.

(Founded in 1882.)

A LARGE ASSOCIATION PREPARES FOR ALL

LONDON UNIVERSITY EXAMINATIONS,

AND FOR THE

CAMBRIDGE HIGHER LOCAL.

UNIVERSITY CORRESPONDENCE COLLEGE.

IE ^ZElLTIElsra- CLASSES

CONDUCTED BY THE SAME TUTORS.

PRIVATE ORAL TUITION,

With, or without Residence in the Suburbs of London.

TERMS MODERATE.

78 passed the B.A., and 16 the B.Sc., in Three Years.

More Candidates passed the B.A. in 1885, 1886, and 1887, from
these Classes, than from any other institution whatsoever.

Matriculation Manual, 6d. ; Intermediate Arts Manual, 6d.

Secretary — M. E. S. WEYMOUTH, M.A.,

38 CHRISTCHURCH ROAD, BRONDESBITRY, LONDON, NAY.

“ Under your system a boy must learn to THINK.”

THORNTON’S BOOK-KEEPING.

FOURTEEN of Mr. Thornton’s Pupils have obtained the
distinction of being placed FIRST in Book-keeping at
recent Examinations of the College of Preceptors.

First Lessons in Book-keeping- . \

By J. Thornton. Sixth Edition, crown Svo. j

Used in nearly all the best schools in the kingdom.

A Key to First Lessons in Book-keeping . \

For the use of Teachers and Private Students only, with V
Notes, by J. Thornton. Oblong 4to. ‘ J

Examination Papers in Book-keeping . )

Second Edition. Original and select. By J.Thoenton. )

2s. 6d.

(Macmillan.)

10s. 6d.

(Macmillan.)

9d.

(SlMPKIN.)

With Copious Notes, written to help pupils to think for themselves
AKey . ] (SlMPKIN.)

EXERCISE BOOKS.

A Series of Books Specially Prepared for Working out the Exercises in
Thornton's First Lessons in Book-keeping .

No. 1.— For working out Exercises on Lessons I.— X. v 9d.

Containing intructions. Examples, and Special Diree- >•
tions to Junior Pupils. )

No. 2.— For working out the Test Exercises on Lessons V

X.— XII . I 9d.

In this hook the Exercises are worked out in skeleton i

form only. '

No. 3.— For working out the Test Exercises fully ... N Is. 6d.

Designed to show in a clear and unmistakable manner !

“ How to Prove the Books,” by making Capital Account l
and Balance Sheet agree. J

No. 4. — For working out the Exercises on Lessons

XIII. and XIV . | is. 6d.

Comprising Journal, Cash Book, Day Book, Invoice
Book, and Ledger. A very cheap and useful book for
practical work.

Case to contain all the above .

Complete Set, with Case

6d.
5s. Od.

London : SlMPKIN, MARSHALL and CO.

® A SPECIMEN SET of these Exercise Boohs sent post free to Principals
of Schools on application to the Author, Avenue House, Sevcnoaks, Kent,
enclosing Postal Order for 3s. Cd.

CLASSES COMMENCE:

Matriculation - - Feb. 2nd.
Inter. Arts - - - Feb. 9th.
B.A . Feb. 10th.

LIST OF TUTORS.

A. J. Wyatt, Esq., M.A. Lond., First of his year in Branch IY.

(English and French), Teachers’ Diploma, Early English Text
Society’s Prizeman.

B. J. Hayes, Esq., B.A. Lond., First in First-Class Honours in

Classics both at Inter, and Final ; Editor of Homer's Iliad VI. ;
Author of Matric. Latin ; a Translation of Xenophon's Oeconomicus,
Jointly of Inter. Greek.

S. Rideal, Esq., D.Sc., Chemistry, Gold Medallist; Assistant
Lecturer, University College, London ; and Assistant Examiner
to the Science and Art Department.

W. F. Masom, Esq., B.A. Lond., First-Class Honours (Classics) at
B.A., French and English Honours at Inter. Arts, Second in
Honours at Matric., University Exhibitioner ; Editor of Homer's
Odyssey, XVII., and Milton's Sonnets ; Author of A Translation
of The Epistles of Horace; A Synopsis of Roman and Grecian History.
J. W. Evans, Esq., B.Sc., LL.B. Lond., First in First Class Hons.

G. H. Bryan, Esq., B.A., Fifth Wrangler, First Class, First Division

in Part II., Smith’s Prizeman, Scholar of St. Peter’s College,
Cambridge, Fellow of the Camb. Phil. Soc.

Mons. J. L. Lhuissier, B.A. Lond., First in Honours both at
Inter, and Final; B. es Sc. and B. es L. Paris; also of Stuttgart
and Strasburg Universities.

C. Y. Burton, Esq., B.Sc. Lond., First Class Honours.

H. J. Maidment, Esq., B.A. Oxon. and Lond., First Class Honours,

Author of A Translation of Vergil’s Aeneid.

F- Ryland, Esq., M.A., Second in First-Class Honours (Mental and
Moral Science, &c.); Examiner for the Moral Science Triposes,
Cambridge ; Author of a Manual of Psychology and Ethics for
Lond. B.A. and B.Sc., &c.

J. Welton, Esq., M.A., First of his year in Mental and Moral Science,
bracketed equal as First of the B.A.’s at Degree Exam.,
Honours in French at B.A. and English at Inter.

C. H. Draper, Esq., D.Sc., B.A., Teachers’ Diploma.

S. Moses, Esq., B.A., First Class Honours London and Oxford
(Double), First in Honours at Matriculation.

C. G. Lamb, Esq., B.Sc., Honours in Physics both at Inter, and
Final ; Neil Arnott Medallist ; Exhibitioner at Matriculation.

A. H. Walker, Esq., D.Mus. (Lond., one of two only), 10th in
Honours at Matriculation, and Honours in Classical Tripos,
Cambridge.

G. W. Hill, Esq., B.Sc. (Hons.), M.B. (Hons.).

W. H. Thomas, Esq., B.Sc., First in First Class Honours in
Chemistry.

With fifteen others, for whose degrees see page 7 of Prospectus.

70

THE EDUCATIONAL TIMES.

[Feb. 1, 1889,

BENEFITS FOR MALE AND FEMALE TEACHERS.

PENSIONS, &C.

PROVISION AGAINST THE WANTS OF OLD AGE AND RETIREMENT FROM ACTIVE DUTY.

Schemes of Provision for SCHOOLMASTERS and SCHOOLMISTRESSES, and their Dependants, have
been prepared, and the Special Prospectus will be sent on application.

The. Schemes prepared by The Edinburgh Life Office secure— (1) a Provision , available immediately on the Teacher's Death;
and (2) a Provision POP THE TEACHER against the later years of life, available (as may then be desired) either in one Sum
or as a PENSION, after a given age has been reached.

GENERAL ADVANTAGES OE THE SCHEME.

1. There is no entry-money, fee, or other payment required beyond the fixed Yearly (£4) or Half-yearly (£2. 2s.)' Contribution.

2. Immediately on payment of the first year’s Contribution, the Teacher is secured the Full Benefit of the Scheme.

3. The Contributions cease, and the Benefits are payable in full, on the attainment of the age agreed on, or immediately after the
Teacher’s death, as the case may he.

4. The Contributions may be discontinued at any time, the Benefit in that event being reduced to a sum proportionate to the number of
Contributions paid.

5. The Benefits are guaranteed by an old and wealthy Corporation, having Accumulated Funds exceeding £2,250,000 sterling, and an
Annual Revenue of upwards of £300,000.

FULL PARTICULARS MAY BF HAD FREE ON APPLICATION TO THE SECRETARY OF

THE EDINBURGH LIFE ASSURANCE COMPANY.

(FOUNDED 1823. INCORPORATED BY SPECIAL ACT OF PARLIAMENT.)

HEAD OFFICE: 22 GEORGE STREET, EDINBURGH.

LONDON OFFICE: 11 KING WILLIAM STREET, E.C.

Manchester: 12 KING STREET.
Liverpool : 40 CASTLE STREET.

Newcastle: 4 ST. NICHOLAS BUILDINGS.
Birmingham: 16 BENNETT’S HILL.

Bristol : 20 CLARE STREET.

Dublin: 55 UPPER SACKYILLE STREET.

Glasgow: 122 ST. VINCENT STREET.

Dundee : 56 COMMERCIAL STREET.

UNIVERSITY CORRESPONDENCE COLLEGE.

CHIEF SUCCESSES DURING 1888.

AT MATRICULATION, JAN., 1888.

FOUR students toot HONOURS,
one qualified for University Prize.

AT M.A., 1888,

A Student of Univ. Corr. Coll.

headed the Mental and Moral Science List.

AT MATRICULATION, JUNE, 1888,

26

STUDENTS PASSED.

Being the largest number, we believe, passed by any
Institution at this Exam.

AT INTER. ARTS, 1888,

43

STUDENTS PASSED.

Being the largest number ever passed by one Institution at

this Exam.

NINE also passed the Inter. Science and Prel. Science
Exams., out of eleven who went up.

AT B.A., 1888,

FOUR Students took HONOURS.

33

STUDENTS PASSED.

Being a larger number than ever before passed by any

Institution.

A copy of the Inter, and B.A. Pass Lists will he sent post free on application.

For the remarkable Absence of Failures, see page 31 of Prospectus.

Prospectus and Full Particulars of the Classes may be bad from THE SECRETARY, Burlington House, Cambridge.

Feb. 1, 1869.1 THE EDUCATIONAL TIMES. 71

LONDON UNIVERSITY EXAMS.

U. C. C. MA TRIO. BOOKS.

Matriculation Directories. Price Is. No. V., January, 1S89. Now
ready. Contents : The Papers set at the Examination— Complete Solu¬
tions to all the Papers by London Graduates with Honours— A Practical
Guide to suitable books for private students preparing for the Examination,
and of Authors prescribed. Back Numbers may be had.

Matriculation Mathematics. Is. 6d.

Matriculation Latin. Is. Cd.

Matriculation English Language Papers. Is.

Matriculation English History Papers. Is.

Matriculation French Papers. Is.

Matriculation Chemistry : Motes and Papers. Price Is. Gd.

London Undergraduate Unseens. Latin and Greek. Is. 6d.

FOR JUNE, 1889.

Vergil’s Aeneid I. Vocabularies, 6d. Interleaved, 9d.

Vergil’s Aeneid V. Vocabularies, Gd. Interleaved, 9d.

Xenophon, Cyropaedia, Book V. Vocabularies, interleaved (only), Is.

U. 0. 0. INTER. ARTS BOOKS.

Intermediate Arts Guides. Published the week following each Exam.
Containing all the Papers set at the Examination, and a full Guide to the
selection of suitable Books and Authors for 18S9. No. 3, July 1888. Back
numbers may be had. Price Is.

No. 3 may be obtained with full Answers to all the Examination
Papers within a fortnight of the Examination, price 2s. Gd., bound in
leatherette. Copies contain a reprint of the Pass List.

Intermediate Mathematics. For Inter. Arts and Science. 2s. Gd.

Intermediate Latin. 2s.

Intermediate Greek. 2s.

Intermediate French Examination Papers. All up to 1888. Is. Gd.
Undergraduate Unseens, including all set at London University up to
Jan. 1888. Is. 6d.

FOE, 1889.

Cicero, Pro Cluentio. A Translation. 2s.

Cicero, Pro Cluentio. Vocabularies in order of the Text, with Exam.

Papers. Interleaved. Is.

Horace, The Epistles. A Translation. 2s.

Horace, The Epistles. Vocabularies in order of the Text, with Exam.
Papers. Interleaved, Is.

Homer’s Odyssey XVII. Text and Notes. 2s.

Homer’s Odyssey XVII. A Translation, with an Appendix on the
Homeric Dialect. 2s.

Homer, Odyssey XVII. Vocabularies in order of the Text. Interleaved

Is.

Homer, Odyssey XVII. Complete. Text and Notes— Translation— Ap¬
pendix— Vocabularies — Examination Papers. 5s.

Inter. English, 1889. Questions on all the Subjects set. 2s.

Milton’s Sonnets. Fully Annotated, and containing Examination Papers.

Is. Gd.

U.C.C. B.A. BOOKS.

B.A. Guides. Published the week following each Examination. Con¬
tents: The Papers set at the Examination — A Practical Guide to
suitable books for private students preparing for the Examination, and of
Authors prescribed for the next year. Price Is. No. 2, Oct. 1888.

Model Answers to B.A. Papers (for 1888) by Graduates at the head of
the degree lists in each department. Price 5s.

B.A Mathematics, Questions, and Solutions. Pure, from 1881 to
18S6. Price 2s.

B.A. Unseens. Being all the passages set from unprescribed Authors since
first given. 2s.

Greek Examination Papers set at B.A. from 1871—1888, excluding
Authors. 2s.

FOE 1889.

Aeschylus.- Agamemnon. A Translation. 2s.

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THE EDUCATIONAL TIMES.

LONDON, FEBRUARY 1, 1880.

Our attention lias been called to a remarkable feature
in the list of scholarships recently gained by the boys of
St. Paul’s School. All the athletic leaders are named in the
list. It is, fortunately, not unfrequently found that the
captains of the various teams of a school figure in the list of
University honours, hut here we find them all together.
Many persons who admit that play is a necessary adjunct to
work look upon the two as to some extent antagonistic, or at
least as rival claimants for the time of the student, one of
which must necessarily give way to the other. A practical
illustration to the contrary, such as that furnished by the
list before us,* is worth pages of assertion.

The relation of play to work suggested by such lists as
this is fully discussed in another column, and it is there
shown how the former assists the latter. Not only is it true
that hoys teach each other in their play lessons which it
would be difficult to teach in the class-room, and that the
playground furnishes a preparation for the actual world of
work which cannot he acquired elsewhere ; but it is further
true that the habit of independence, and other lessons which
may he taught within the school, can be realised only in the
playground. There tlie selfish and self-regarding attitudes
which the modern system of competitive examination
encourages, may he corrected, for there the competitor
throws his own score into the general total of his team, and
shares the glory of success with his comrades. The growth
and development of English society has been affected, and
we think greatly benefited," by the custom which has caused
hoys of families and of professions the most widely diverse
to he thrown together, and to be taught to realise each other’s
worth as they shout for tlie victory of their school in the
cricket field or playground.

It is true that school games involve danger and often cause
pain, but we cannot condemn too emphatically the “ miserable,
morbid sentiment ” which teaches that pain is an evil. Tlie
wilful and unnecessary infliction of pain is, of course, to he
condemned as brutalising to the agent, hut at the same time
tlie fear of pain is a form of cowardice which education should
remove. There is no life altogether free from pain, and we
should have to alter all our notions of the objects of education
if we accepted the view that every path must be avoided in
which pain maybe encountered. The aim of physical training

* St. Paul’s School. — H. N. Bate, Captain of Fives Club, Scholar of
Trinity, Oxford ; W. Thomas, Captain of Football Club, Scholar of
Christ’s, Cambridge ; L. Tubbs, Captain of Cricket Club, Scholar of
Caius, Cambridge; A. L. Wood, Captain of Rowing Club, Scholar of
Caius, Cambridge ; Ryr, winner of the Mile, Brackenbury Scholarship,
Balliol College, Oxford. City Middle Class School.— R. C. Chevalier
(1G), Leader of Athletic Club, Foundation Scholar, St. John’s, Cam¬
bridge (Dec. 1889) ; and others.

72

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

is to produce health, vigour, and activity ; yet it is to train to
patient endurance as well as hardy strength. No doubt, here
as everywhere, we must guard against excess. Boys must not
he allowed to sacrifice everything to cricket, or even to devote
to it a number of hours or an amount of enthusiasm out of all
proportion. They must neither be allowed to play with their
work nor labour over their play ; the two are in close correla¬
tion, but the benefits of both are lost if the methods of the one
are confounded with those of the other. But they should
never be taught the absurdity that mind and body are in
opposition. It is sometimes said, with a sneer at athletics,
that they encourage the attainment of purely corporeal or
animal attributes ; but, when play and work at school and at
home are properly adjusted, while they make our boys good
animals, they may at the same time make them good and
thoughtful men.

There is no country in the world in which more liberal
public provision is made for education than in the United
States of America, and yet not even in England, whose higher
education owes so little to the State, has private munificence
been more active in modern times in founding institutions
for the cultivation of the higher studies. It is true, a wealthy
American is not exposed to the temptation of using or
abusing his wealth in the acquisition and support of
hereditary rank. The far-seeing framers of the United
States Constitution took care to provide that no hereditary
titles should be recognised among American citizens. Hence
the desire for posthumous fame iu America must satisfy
itself in some form, which, if not essentially more magnani¬
mous, is not seldom more widely utilitarian than founding
and endowing a title.

The latest example of private munificence for an educa¬
tional object, from the other side of the Atlantic, is not more
remarkable from the proportions of the gift than on account
of the singular character of the institution which it is to
call into existence.

It is announced that Senator Standford, a Californian
millionaire, has allocated a sum of two millions sterling for
the founding of a University which is to bear its founder’s
name. This University is to be no pale imitation of any
previously existing one, whether in the Old World or in the
New. In comprehensiveness of curriculum it will leave
nothing to desire. Education from the Kindergarten stage
up to the highest stage to which it can be carried is to be
provided within its schools and faculties. Nor will the means
of recreation, and those inspiriting influences which come from
breathing the free air of field and forest, be wanting. Seven
thousand acres in the valley of San Jose are now being
laid out with the design of forming a surrounding forest and
garden to the new buildings. The plans for the whole
structure are complete, and they show an intention of provid¬
ing the means of scientific research and instruction for large
numbers of students in the central building ; provision is also
to be made for out-of-doors instruction, and, most singular of
all, for the formation in association with the University “ of
a community instructively representative of attractive and
wholesome conditions, social and domestic.”

Whatever we may think of this ideal of a University, it is
difficult, for those who know the history of our own great
Universities and their colleges, to believe that it is an ideal

capable of realisation. The late Rector of Lincoln College,
Oxford, in his “ Suggestions for Academical Organisation,”
tells us, — “ The colleges werejin their origin endowments not
for the elements of a general liberal education, but for the
prolonged study of special and professional faculties by men
of riper age. The Universities embraced both these objects.
The colleges, while they incidentally aided in elementary
education, were specially devoted to the highest learning.
This was the theory of the Middle-Age University, and the
design of collegiate foundations in their origin. Time and
circumstances have brought about a total change. The
colleges no longer promote the researches of science or direct
professional study. Here and there, college walls may shelter
an occasional student, but not in larger proportions than may
be found in private life. Elementary teaching of youths
under twenty is now the only function performed by the
University, and almost the only object of college endow¬
ments. Colleges were homes for the life-study of the highest
and most abstruse parts of knowledge. They have become
boarding schools in which the elements of the learned lan¬
guages are taught to youths',” An unrelenting fate may
have a like chequered history, leading up to a like impotent
conclusion in store for the Standford University. Instead of
becoming a “boarding school ” for youths, it may become a
huge Kindergarten. Trial alone can decide what measure of
success this singular experiment in University-making may
achieve. The Cornell University has not failed through its
“ eccentric ” provision that each of its students must earn his
living by the labour of his hands. We note one feature of
this endowment with • satisfaction, viz., its liberal character.
The higher education has suffered much in the United States
by the multiplication of poorly endowed Universities. Com¬
petition among these may assume either the form of rivalry in
educational excellence, or a lowering of the standard of
proficiency to win the greatest possible number of candidates
for degrees. It is hardly realised in this country that the
number of local and denominational colleges in the States
with full University powers is very large. To add to the
number of these at present would not advance by very much
the higher education in America. But the Standford
University will not be dependent for its subsistence on the
power of granting degi’ees. Its professors will have no other
duty cast upon them than that of working emulously to
increase the merit and renown of their chairs, to realise the
ideal of the founder of their University, regardless of ways
and means. Educationists on this side of the Atlantic should
watch with interest this new departure. We in this country
are too apt to narrow the limits of what is possible in
education, to think that all that is best and wisest in reference
thereto has been long ago discovered, and to exaggerate the
power of the past over the present and future.

The present slack period of the dailies is being taken
up principally with educational topics. The questions of
Juvenile Punishment, Easter Holidays, and University Local
Examinations, have been discussed ad nauseam through the
medium of the press.

There is no room for doubt as to the general issue of
the discussion on juvenile punishment. If school discipline
is to be maintained, some form of corporal punishment
must be resorted to. It is an effective way of dealing with

THE EDUCATIONAL TIMES.

73

Eeb. 1, 1889.]

offenders of either sex, with whom milder methods fail, and,
since such a class of offenders is small, corporal punishment
must of necessity be rare. The schoolmaster who takes a
brutal delight in inflicting pain is a monster rarely seen in
these days, though not infrequently met with half a century
ago. Corporal punishment as connected with such a man is
altogether out of our consideration here. Where it is advis¬
able to resort to it, it should never be inflicted in anger, and
should be hedged about with such precautions against abuse
as are found in well-known and good schools. In this matter,
philanthropists, and men of common sense, and practical
teachers are of one mind.

The subject of the Easter Holidays in schools originated
in the motion of Mr. Welldon, the Headmaster of Har¬
row School, which was passed at the Headmasters’ Con¬
ference at Winchester. The proposal of this gentleman
was that the Easter Holidays should always begin either
in the first or in the second week of April, as the
Committee of the Conference may determine. The adoption
of this plan would entail upon masters and boys the
necessity of working through the Holy Week occasionally.
Opinions differ as to the advisability of making such a
restriction, but, as a result of the passing of the motion at the
Conference, a notice will be issued to headmasters, probably
at some time before the end of the year.

One daily paper has opened its columns to the discussion
of a supposed abuse in the local examinations of Oxford and
Cambridge, and of the College of Preceptors. The letters
which have been published seem to imply that it is no un¬
usual thing for a boy or girl under 16 years of age to have to
undergo the immense strain of nine or ten hours of exami-
nation in a day, beginning at 9.30 a.m. and ending at 9 p.m.
If this were so, of course such a strain would be unjustifiable ;
and the sooner the syndicate thought fit to revise time-tables
which no physician could be found to defend, the better
would it be for parents and teachers. But many of those
who have written on the subject have exaggerated the circum¬
stances from ignorance, and we regret to say that a few who
really know better have followed the lead of the ignorant.
Their argument is an illustration of the fallacia compositiouis.
In each of the above-mentioned examinations there is a
choice of subjects, and no candidate can take up much more
than one-half of the whole number. The time-tables are, as
far as possible, arranged to distribute the work of all the
candidates evenly through the period of examination ; only
under very rare circumstances indeed will a candidate be
compelled to spend more than six or seven hours a day in the
examination room, and then the reason will lie in the unusual
combination of subjects which he has chosen. The same
applies to the examination of students in training colleges.
The Committee of Council has recently allowed students to
take up groups of subjects, the total number of subjects being
nearly double the number any candidate is allowed to take.
For instance, the following subjects for the second year are
formed into groups : (a) School Management, (b) English,
(c) Geography and History, (cl) Arithmetic, Algebra, Men¬
suration, and Geometry, (e) Science, (/) Languages, (g) two
of the following : one Language , one Science , Economy. All
candidates must take (a) and (6), and may take two other
gi’oups, but no more. To prevent the period of examination
being unduly prolonged by this arrangement, there are three
examination papers allotted for each day ; but, except in very

exceptional cases, no candidate is required to take more than
two of them, and if by chance an unexpected combination of
subjects causes a student to have to appear three times in one
day, there will be a compensation by his having a whole holi¬
day on the next.

In the current number of the Edinburgh Review there is a
discriminating, but on the whole appreciative, criticism of
Francis Rabelais and his works, which students of educa¬
tional theories no less than students of literature wall find
well worth reading.

Rabelais is a voluminous and discursive author, and so the
study of his works in the original or in a translation (he is one
of the most difficult of authors to translate) is a long business.
But that is not all. It is only too true, as the Edinburgh
Reviewer says, that “Ho writer, ancient or modern, can rival
Rabelais for the volume of the torrent which he pours forth
of undisguised, unadulterated, and elaborate filth.” Our ob¬
ligations, then, are all the deeper to the student of literature
who performs for us the office of moral filter to this polluted
and polluting flood, and gives us all that is pure and nutritive
mentally and morally in a manageable potion.

It is not possible to grasp the full significance of what
Rabelais has written on education if we do not keep in mind
his standpoint as thinker, reformer, humourist, and satirist,
in an age moved in turn by the scientific and
humanistic impulses of the Renaissance, the moral
ferment of the Protestant Reformation, and the dis¬
illusioning which led to the Catholic reaction. He is,
indeed, a unique figure in French literature, and in the
world’s literature there are only Two others who take rank
beside him — Lucian and our own Swift. That he is more
destructive than constructive is due to the social environment
in which he found himself, as much as to temperament. A
Franciscan friar and physician, with a thirst for knowledge
and a mental bent towards scientific investigation, it was to be
expected that he would be in violent revolt against the sancti¬
fied torpor, ignorance, and dirt of the monkish system. To
dissolve this system by destructive criticism was the service
that Rabelais rendered to his age, but that he was capable of
constructive work is evidenced by his sketch of the education
of Gargantua.

It is to that sketch that we must here confine ourselves,
and agreeing as we do with the Edinburgh Reviewer, that
Pantagruel, in which it is contained, must be a sealed book to
the majority “ because of its terrific indecency,” we will
borrow his bowdlerised presentation of the matter. Gargantua,
the son of Grandgousier, is brought up in the licentious
atmosphere of a court. He is taught to read by a tutor who
consumes five years and three months in the task. At the
end of that time, he can say his alphabet as well backwards
as forwards. Hext, he is exercised in logical and grammatical
gymnastics which destroy thought in order to preserve its
forms. He learns by heart, and word for word, antiquated
treatises and obsolete text-books of the twelfth century . In
this way he spends thirty-five years and five months.

His body is as neglected as his mind. He is told that
it is waste of time for him to wash or clean himself; conse¬
quently he only smooths his hair vs ith the German comb
(that is with his fingers and thumb). Gargantua learns his
lessons perfectly, studies hard and satisfies his tutors and

74

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

examiners, yet every day lie becomes more “ foolish, doited,
and blockish.”

Now, although this was written nearly four centuries ago,
are we quite sure that the satire has lost all point for us ? We
think not. The years spent in preparing to enter the portals
of knowledge, the labour expended in slowly sapping and
mining the outworks of grammar and aualysis and exercises
that bar the entrance to the obsolete text, is not unknown in
our schools.

The result of such elaborate preparation dissatisfied
Gargantua’s father, and a friend recommended that the neiv
learning should be tried. The description of this new train¬
ing is a remarkable proof of how saturated Rabelais was with
what we should now call the modern spirit. He insists that
the mind and the body are to be developed by intellectual and
physical exercises. Instruction is to be combined with
amusement. The pupil is to be taught to observe and note
things for himself.

The details of the new training we will not transcribe here;
they are sufficiently given in the review to which we have
been referring. The botanising of the pupil with his tutor in
the fields, and the visits to the workshops of the different
trades, remind us of the scientific and technical training
which are supposed to be the exclusive inheritance of our
own time.

It is difficult to trace the influence of Rabelais in English
education. The two of our writers who have been most
influenced by him are Swift and Sterne, and they have
exercised no direct influence on school practice. The truth is
ihat, as our law is mainly an indigenous system, so also, and
for the like reasons, is our education. The advantage we
derive from this fact is, that a comparison of our educational
practice with that obtaining on the Continent is far more
fruitful in ideas, than when these continental systems are
compared with each other. And if our age gives birth to a
true philosophy of education, it will be in no small degree
owing to the facility we now possess of examining systems of
education that grew up under different influences and sought
to attain like ends by different methods.

REVIEWS, NOTICES, &c.

Memoir of William Ellis, and an Account of liis Conduct-teaching.

By Ethel E. Ellis. ( Longmans , Green, Co.)

There have appeared lately evidences that a Memoir of William
Ellis is already needed, for several reasons. His great in¬
fluence was personal and direct, and was exerted only to
a small extent through the medium of his writings ; the
excellence of his teaching lay in its oral character, and only
imperfectly appears in his works ; and although the lessons
he taught are as important now, or more important in our
day than in his, and although many of them have been so
learned that they will never be forgotten, yet, through the
personal modesty of their author, their association with his
name and memory is weak. Hence the manner and method of
William Ellis as a teacher are not as well known as they ought
to be.

'Hiis interesting Memoir by his grand-da lighter is an excellent
beginning. Miss Ellis is well qualified to give his personal and
family history. She is an able expounder of the essence of his
system, she has command of his books and correspondence, and
has performed her task with excellent judgment and great ability ;
yet those who sat as his disciples, and have the deepest reverence
for his memory, will feel that this Memoir is inadequate and
imperfect. As Socrates is known only from the records furnished
by his affectionate disciples Plato and Xenophon, so also Philo
Socrates can be fully known only by his acts and discourses as
they may be handed down to us by those who received his

teaching. The modern Plato and Xenophon, however, have not
yet appeared.

The first two chapters give an account of his parentage, early
life, and marr age. He was born in 1800, and died in 188i.
He was directly descended from one of the old Huguenot families
of France. At the age of eighteen he made the acquaintance of
James Mill, and the other members of the circle of thinkers
which was gathered around old Jeremy Bentham, and then com¬
menced a warm and lifelong friendship between William Ellis
and the younger Mill. They were both members of a society
which met in Threadneedle-street for the discussion of mental
philosophy, logic, and psychology. When speaking of these
early meetings, William Ellis said

‘ ‘ In those discussions the difference between J ohn Mill and me was
brought out very often. He was for inquiring into everything and
going to the bottom of everybody’s theories and ideas. I cared only for
the practical value of political economy, and did not want to think
deeply upon points which would have no bearing on social affairs and
human conduct. This difference in mental constitution can be found
throughout our works.”

There was a great and real difference between William Ellis
and a hard, cold political economist. In him the keenest
intelligence was combined with the tenclerest, kindest, and
most sympathetic of dispositions. This is shown in the
Memoir.

“ To William Ellis the sight of misery was always acutely painful,
and the refusal of alms must also have been most distressing to a nature
so sympathetic and so generous.” . . . “ His intense sympathy for the
sufferings of the destitute, together with a conviction that the larger
part of those sufferings are avoidable through better education of the
young, acted as spurs to his sensitive conscience, and he could not long
endure the thought that he was taking his ease ( i.e . in his vacation)
while such work was left undone.”

Even in his business transactions this combination of keen
intelligence and emotional tenderness and consideration for
others shows itself. He has been called the Father and the King
of Underwriters. His counsels were often so sagacious that it
seemed as if he had inquired of the oracles of God, yet few men
have been more remarkable for the generosity of their dealings.
For instance, a shipowner, who had insured his vessels for some
years in the Indemnity, called at the office to effect sundi’y in¬
surances, and mentioned that, owing to his absence from town,
his clerk had omitted to renew the policy upon one of his vessels,
and that she had unfortuately been lost uninsured. Mr. Ellis
only asked one question, “ Did you intend to offer me the re¬
newal ? ” “Yes,” was the reply, and before that shipowner left
the office a policy for the amount was executed and endorsed
for a total loss, which was immediately paid.

We, however, are more concerned with the educationalist and
teacher than with the underwriter. Mr. Ellis maintained that
the education of the people is the first as well as the most
powerful of the instruments at our disposal for the promotion of
well-being. But he also held that the education of the people
must not be confounded with the mere teaching of reading,
writing, aud arithmetic, a/nd that the success of the educator is
to be judged by the completeness and diffusion of the knowledge
of what good conduct and bad conduct really are, and by the
strength and activity of the impulses to do the right and abstain
from the -wrong. He believed that the principal causes of desti¬
tution are removable through an improved system of education,
which aims, above all things, at exalting character. We some¬
times think that nothing but a national calamity, in which it
will be demonstrated that men and women who can read, write,
and reckon, may at the same time, be lawless and vicious, will
convince our legislators that these arts may be taught, and yet
the character left untrained and even debased. William Ellis
insisted on the training of character as the essential part of
education for persons of all classes, and spent all his leisure in
teaching. He considered it as essential to general well-being
that those who had wealth should be taught how to use it aright,
and how to fulfil the duties and responsibilities which are insepar¬
able from its possession, as that the labouring classes should
be taught how to contribute their portion to the conditions of
general well-being. He taught in all grades from the Royal
Family to the ragged-school. He knew his power in that respect,
and says : —

“ ‘ I believe I am to be seen at less disadvantage as a teacher (with all
my deficiency of sight and hearing) than as a writer. After all, teachers
are not to be formed by books alone, any more than riflemen, who, before
they are led to face the enemy, get practice in the school of musketry.
How enviable is the lot of the young soldier (granting the need of his

Feb. 1, 1889.] THE EDUCATIONAL TIMES.

ultimate services) compared with that of the young teacher ! llis
instructor not only knows how to aim, hut what to aim at.’ His teaching
was purely oral, the lessons being carried on much in the manner of the
Socratic Dialogues. No one who was ever present on such occasions
could forget the searching questions, leading on one to another, Ly which
the learner was irresistibly driven to convict himself of inconsistency or
error. The habit of Socratic questioning was characteristic, indeed, of all
William Ellis’s conversation. It was a practice which he even recom¬
mended to others, as being at once more modest and more convincing
than the mere announcement of opinion ; he never dogmatised himself,
and disliked dogmatism in others.

“Even in ordinary conversation, Mr. Ellis conveyed his opinions by
means of questions. He used to tell, for instance, how a man that he
spoke to in the coach one day, had informed him with a shocked voice
that a certain candidate for Parliament was in reality an atheist. ‘ In¬
deed,’ said Mr. Ellis gravely, ‘ that is very serious. Ought we not to
make this generally known, in order to prevent the return of such a
man ? ’ The other admitted that it ought to he done. ‘ Then,’ pursued
Mr. Ellis, am I to understand that I have your authority for announcing

wherever I go that Mr. - is an atheist r ’ ‘ Good God, sir, you must

not do that,’ replied he (showing, as Mr. Ellis slyly observed, that at any
rate he was no atheist) ; ‘ I should he had up for libel ! ’ ”

He was sometimes severe in his retorts when provoked by
bumptious and unreasoning dogmatism or bigotry, but lie was
never cruel. In this respect he differed from his father, whose
keeness of wit he inherited. The following anecdote of A. E. Ellis
(not in the Memoir) will serve as an illustration. On a board
of directors with him was a tall, burly Scotchman, who was often
opposed to Ellis, and lvas systematically rude to him when
Ellis was a feeble old man. On a bitter cold day this director
came into the board room and planted himself before the fire,
stretching legs and wings, so as to screen every ray from the
old man. After some minutes he said, “ Excuse me, Mr. Ellis,
I must thaw myself.” Ellis replied, “ Don’t mention, it sir.
Roast yourself ; I hate a raw Scotchman.”

We have but brief space for remarks on William Ellis’s books.
Some of these were published anonymously, and some, like
“ The Phenomena of Industrial Life,” went through the hands and
under the name of an editor. The Dean of Hereford edited this
book, and of it Ellis wrote to a friend as follows : —

“Pray be careful not to connect my name with the work, which I
expect will be out in a fortnight. The Dean hopes to obtain admission
for it into the church training schools, and if such an ogre as I am were
known to be its author, the circulation of the book might be narrowed
and the Dean’s influence weakened, both of which it is desirable to avoid.
Will you not bestow a word of pity upon a disconsolate parent thus
driven to separate from his offspring, or to see it perish before his eyes ?
You may think, 1 Lucky fellow, to be thus relieved of an ill-favoured
bantling ! ’ but remember that 1 have the affections of a father, and I
love and admire what I have given life to, with all its faults. In fact,
some of my more sagacious friends have charged me with an incapacity
to discover blemishes in my own children or beauties in other people’s.”

While he was particularly annoyed by all attempts to cover
ignorance by means of what is called “ style,” or still more by
the knack of glossing over bad reasoning, by attractive language,
he was also conscious of his own defects as a writer. He says,
for instance, “ I abominate * tangles,’ and not the less when
they are concealed from the common eye by a writer like Ruskin,
who is pictorial, rhetorical, vituperative, and sensational.” Yet
the author of the Memoir with perfect impartiality, admits frankly,
that — owing greatly to his want of literary ability he was quite
unable through his writings to interest the public. This was
a source of regret not only to himself, but to everyone who felt
the strengthening power of his personal influence. To Dr.
Hodgson he wi'ote in 1875 : —

“ I am deeply convinced of my own incapacity to interest the public.
Whether the fault be in me or in the public, I will not venture to judge.
Vanity would lead me to lay the blame on the public. Wherever it be,
the effect is absence of demand. ... If anybody could show me that I
am one of the lights of the age, but that there is a dark screen between
me and a public pining for light, T could but rejoice (modestly, of course),
in my projected elevation, and assist the friendly hand capable of remov¬
ing the screen, diffusing my light, and enlightening the public
darkness.”

Indeed, no one could be more keenly aware of his lack of
literary ability than Mr. Ellis himself. He says : — “ My pen
jibs whenever I attempt to describe or narrate.” Dr. Hodgson
said of his friend, that “ had his style been equal to his matter,
he would have moved the world. To those who can look beneath
the surface, they must ever be a rich storehouse of suggestive
thought, and of none of his published works is this more true

than of the series entitled ‘ Philo Socrates,’ embracing elaborate
discussions on education, ethics, and religion.”

When Dr. Hodgson was elected President of the College of
Preceptors, and member of the Council, William Ellis wrote to
congratulate him on the occasion. He then saidhe “really believed
the public mind — even that portion of it which dwells within
the crania of preceptors — would be so far ripened as to be
willing to listen with courtesy, perhaps even with deference, to
those qualified to suggest impi’ovements placing education more
in harmony with the wants of society than it has hitherto been.”
We have but to i*ead the last Report of the Council of the
College to see, that in this, as in many other respects, William
Ellis was a true prophet,

Manuals of Catholic, Philosophy . Moral Philosophy or Ethics,
ancl Natural Law. By Joseph Rickaby, S.J. ( Longmans ,
Green, 8f Co.) — We cannot follow the author of this book through
his whole argument either to approve or to disapprove of it. To
do so would land us in metaphysics, and, however important our
own conclusions ma)' be to ourselves as to first principles, we
have no intention of thrusting before others our speculative
opinions, when we are concerned only with the work of education.
But, we may at least say this, that so impressed are we with the
intellectual power shown in this Manual that we do not hesitate
to say that it is in itself a book of no small educative value, in the
dexterity of the arguments marshalled in support of its views, and
in the striking lucidity of their statement. We would further add
that the illustrations, the “ put cases ” of the earlier writers are
unusually interesting and original. Although we do not wish to
enter upon a theological, or even a metpahysical, discussion in
our notice of this book, there are yet several points of interest to
the educationist which may be mentioned. Mr. Rickaby strenu¬
ously maintains the importance of understanding at the outset
that the existence of God has, in his view, an essential bearing on
ethics. His point is, “ No God, no sin.” Putting aside the idea
of God, he urges, there may indeed be unreasonable conduct, there
may be crime against the State, but there is no sin. Hence there
is no punishment for sin. “ Thus to leave God wholly out of
ethics and natural law is to rob moral evil of half its terrors, and
of that very half which is more easil}r understanded of the people.
A consideration for school-managers.” Mr. Rickaby lays stress
upon the necessity for diligently pointing out to the child the
maxims of morality in the same way that we teach and explain
geometry. It is not because there can be any doubt in
the child’s mind, when once explained, either of his duty
or his geometry, but the recognition of both is to some extent
dependent on intellectual habits, only the rudiments of which are
supplied by nature. Nay, not only is education of the conscience
desirable, but it is even more essential than that of other “ intel¬
lectual formations ” because of the “ power of evil to fascinate and
blind in practical issues of duty.” The theory of ethics adopted
is, of course, that of Aristotle and St. Thomas Aquinas. In this
theoretical treatment nothing is more remai’kable than the
trenchant attack on the Utilitarian school of ethics. We do not
wish here to take sides in the attack or the defence, but we call
attention to the fact that probabty this attack, while at the
same time wonderfully concise and pointed in expression, is as
keen as any that has been lately made on that school in
philosophic literature. When Mr. Rickaby enters into the treat¬
ment of political ethics he shows ready wit in casuistry, and both
his supporters and opponents cannot fail to grasp his meaning,
w'hile he also makes the ground of his convictions readily
intelligible. There are chapters on the Duty of Preserving
Life, Speaking the Truth, Charity, Rights, Marriage, Property,
and the State. The views held are clearly derivable from his pre¬
misses, and his objections to the opposite views are clearly
stated. The writer knows where he is, and where his oppo¬
nents are. There is a manifest desire to clear the ground
of verbiage, to reduce the points of divergence, and, stage
by stage, to reach some place of meeting where the direct issues
may be decided. In this connection, we will quote the argu¬
ment to prove that civil power is of God : — (a) Civil society
i3 necessary to human nature; ( L ) Civil power is necessary to
civil society ; (c) Civil power is naught without civil obedience ;
(d) Civil obedience is necessary to human nature ; (e) God com¬
mands whatever is necessary to human nature ; ( f ) God com¬
mands obedience to the civil power ; (g) God commissions the civil
power to rule. We notice, in conclusion, (1) The writer knows
the works of his opponents and quotes them fairly ; (2) He refers
the reader, with care, to chapter and verse in his references. He
gives at the end of each chapter interesting references to further

78

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

reading on the subject of the chapter, exactly noting the name of
the book, chapter, and section to be read.

The Elements of Mental and Moral Science as applied to
Teaching. By W. G. Couplancl, M.A., D.Sc. ( Joseph Hughes.)
— This short sketch of psychology and ethics is written with
evident knowledge of the subject. It is rather the work of a
psychologist talking to a psychologist ; and so, many terms are
employed with a conciseness of definition which would be as an
unknown tongue to the student who had not yet mastered a good
deal of pyschology. Yet students are informed that Mr. Sully,
“ a lecturer of considerable experience,” has written a hand¬
book which is an “ expanded ” introduction to psychology. Dr.
Coupland might have added, for the consolation of the student,
that it is also simpler. Yet we are grateful to the writer of this
book for the suggestions which he makes in reference to teaching
— plain deductions from psychological science. It is pointed out,
for instance, that schoolmasters do little or nothing to train
the senses of taste and smell— and yet these sensations enter
largely into the “legitimate pleasures of life.” Other senses, too,
it is easy to show, are not fully trained in present systems of
education, and the scope for improved teaching in the training
of association, memory, the problems of reasoning, imagination,
and the will, Dr. Coupland makes very clear. In order of time,
it is the first thing for teachers to learn how much more there is
to be done before we reach the stage of “ building a man.” For
hunting out our deficiencies we owe thanks to psychologists ;
but we shall owe still greater thanks to the constructive genius
who, recognising our limitations, and the possibility rather than
the potentiality of scope, suggests to us the ideal synthesis of
training and the means of providing for variations from the type.
Meanwhile, teachers who read this book will find much psychology
in little space, newly stated, with many valuable suggestions.
Sometimes, the author’s opinions are too authoritatively stated.
For instance, we read (page 102), “The substance of morality
must be strictly human. By that I mean that the worth of
actions must be determined by the consequences to man
himself. . . . The discipline of the mind, at any rate, finds its
terminus here.” Now, this is in a book which professes to be
written, not in the interest of any school of philosophy, but
simply to help the teacher. Yet it is no less dogmatically stated
than the passage cpioted above in the notice of Father Rickaby’s
book on “Moral Philosophy.” The two passages, it will be noticed,
are diametrically opposed. When philosophers thus flatly con¬
tradict each other’s opinions, what are teachers to do ? We say—
Go on teaching.

Encyclopedic Dictionary. (Cassell fy Go.) — The Encyclopaedic Dic¬
tionary, the earlier volumes of which we have noticed from time to
time as they appeared, is now completed. The work has spread
itself over nearly seventeen years ; and, considering the colossal
task, the time cannot be considered as excessive. The entire work
comprises 5,629 pages, and the Dictionary contains no less than
180,000 words — a number far in excess of the contents of any other
dictionary. A host of well-known men have lent their aid to Mr.
Hunter in his gigantic undertaking — among the more celebrated,
Prof. Huxley, Sir John Stainer, Mus. Doc., Mr. J. F. Walker,
M.A., F.C.S., Lieut. -Col. Cooper King, R.M.A., and Dr. Moir,
L.R.C.S. The work has, moreover, been carried on throughout
the whole time of its production, that is from 1872 to 1889,- under
the personal supervision of Mr. John Williams, M.A. Its wide
scope will at once be comprehended when it is borne in mind that
even technical terms are not excluded from its columns, and that
slang terms which have to some extent been sanctified, as it were,
by their use in the works of standard authors, find a place. Not
only are the meanings of such words given, but concise accounts
are added of the things understood by such terms. With the
exception of geography and biography the Encyclopaedic
Dictionary contains all the woi'ds found in a first-rate cyclopaedia,
while the dictionary proper contains not only modern English
words, but a nearly exhaustive list of obsolete words from
about Chaucer’s time to the present, and in addition a
complete vocabulary of words to be found in Scott and Burns,
the most extensively read authors in Scottish literature.
Semi-naturalised words and hybrid compounds, or words made
from two different languages, like “ inter-loper,” which is half
Latin and half Dutch, have, as a rule, been inserted. Illustra¬
tions have been inti’oduced with unstinting hand, when they
have seemed likely to be of use, and many quotations are given
to explain more fully the use of words and their meaning. In
all these cases, where it has been feasible, the authors’ names
have been appended, together with the chapter and verse of the
works from which the quotations are taken. This has not always ,

been possible, since the quotations ai’e extracted not only from
books, but also from daily and other papers. The pronunciation
of words, explained by means of symbols whose meanings
appear in foot-notes, is the current pronunciation. The history
of each word, as illustrated by the changes it has from time to
time undergone, is also given. Proper names do not appear in
the Encyclopedic Dictionary, unless they have some special
alius on or other signification or unless they are the names
of any of the books in the Bible. In cases of words derived
directly from proper names, a brief account of the person in
question is given. As a limit for past time from which words
have been selected, the close of the I2th century has been
adopted. No attempt is made to introduce phonetic spelling,
the current spelling being in all cases adopted, although in
some cases, notably of words ending in -our, an alternative
spelling is given. The author’s aim has been to produce not
only a complete dictionary of the English language, “ but one in
which the history of each word should be traced step by step,
thus showing in successive gradations the meanings as they
rose out of each other, and to illustrate each meaning by
quotations from the written or printed language.” Mr. Hunter
is certainly to be congratulated upon his success.

German Grammars. — ( 1) Krause's Deutsche GrammaWk fur
Auslander. Neu hearheitet von Dr. Iv. Nerger. Vierte verb es serf, e
Auflage. ( Triibner Sf Co.) (2) A German Grammar for Schools.
Part I. — Accidence. By Dr. Kuno Meyer. (Sonnenschein Sf Co.)
(3) A Grammar of the German Language, for High Schools and
Colleges. By H. C. G. Brandt. Fourth edition. ( Boston : Align
Sf Bacon). — Dr. Krause has written a German Grammar for
“foreigners of all nationalities,” in the German language ; chiefly
with a view of securing uniformity of instruction in schools where
there are pupils of various nationalities. The plan of teaching
the grammar of any foreign language in the language itself, is a
very judicious one; but three things are required in order that
it should be efficient. First, a painstaking teacher who is not
too lazy to use his organ of speech, or, as the Germans would
say, who is not maulfaid ; secondly, an intelligent and industrious
pupil ; thirdly, a short and concise grammar, written in a plain
and simple style. The last condition, which seems to us
essential, has not been fulfilled by Dr. Krause ; his grammar is too
diffuse, too complete, and the style is not simple enough for
beginners. We should, however, recommend it to teachers of
German, more especially to suit one whose knowledge of the
language has been principally acquired from the German
grammars written in English. The plan of giving the rules in
Roman, and the examples in German type, is very commendable.
The book is very clearly printed and prettily got up. The second
Grammar in our list is by the well-known Gaelic scholar Dr. K.
Meyer, of the University College, Liverpool. The author
laboured under the disadvantage of having had to stretch his
manual on the Procrustean bed of the “ Parallel Grammar
Series.” We do not agi’ee in all instances with the nomen¬
clature adopted by the “Grammar Society;” among others, we
do not approve of the omission of the conditional mood in the
conjugation of verbs. The part before us purports to contain the
“ Accidence ” of German Grammar, and we are at a loss to
understand why the conjunctions, but more especially why the
prepositions, should have been omitted. This omission may also
be a feature of the “ Parallel Grammar Series,” but according
to our opinion it cannot be justified, whatever ingenious reasons
may be given in its defence. A book on German Accidence
should certainly give all the information required, say by Second
and Third Class candidates in the College of Preceptors’
Examinations ; but, as the papers set to these Candidates often
contain, if I rightly remember, questions on the prepositions,
the present manual would not be sufficient for the purpose. It
would, undoubtedly, be of great advantage if something like
uniformity could be established in grammatical instruction ; but,
in order to effect this desideratum, it would be necessary to
secure the approbation of at least the greater majority of
teachers and educational authors in this country. Dr. Meyer’s
explanations of German pronunciation are satisfactory, and the
alphabet of German handwriting particularly good. Professor
Brandt has introduced in the fourth edition of his Germau
Grammar several improvements. The book will be found useful
for the higher instruction in German, and we were greatly
surprised to find on the title-page the words “ Designed for
Beginners.”

Last Words to Girls on Life in School and after School. By
Mrs. William Grey. ( Rivingtons ). — The farewell volume of Mrs.
Maria Grey is dedicated to the pupils of the Girls’ Public Day

Feb. 1, 1889-1 _ THE EDUCATIONAL TIMES. 77

School Company and the other school with which her name is
associated. Though a veteran, Mrs. Grey is an enthusiastic educa¬
tionist. She here impresses upon the girls the need of con¬
tinuing education after school is left. “ Anything that can be
finished in the few short years of school life must be so poor and
mean a thing that it might as well not have been begun.”
She tells us that these addresses have no pretensions to
originality, for they are only the statement of well-known truths
and principles, with their application to the everyday life of girls
belonging to the educated classes, in school and after school,
at the entrance of womanhood She asks and attempts to answer
the questions : “ Where are we going ? What is the use and object
of all this school work ? How shall we know that we have attained
the purpose for which we were sent into the world and then to
school ?” One part of her answer is as follows : “ You are all, from
the youngest to the eldest, the poorest to the richest, the dullest to
the most brilliant, preparing — do not start at the word — for service.
There are three leading ideas I wTould have you start with : — 1st,
That you are members of a body in which you have a place and
work to do ; 2nd, That you are intelligent and moral agents, and as
such live under a supreme law of duty; 3rd, That your duty at
school is to prepare yourselves for the duties of life, the bounden
service you owe to your family, to society, to your country, to
humanity.” Part I. tells of Life in School, formation of habits,
moral and intellectual, discipline, studies, religious instruction.
Part II. is about Life after School, womanhood, work, play,
marriage, profession, single life, women as members of society
and of a nation, and their service to humanity. Such addresses
to girls are admirable, but we fear that partly from the style in
which they are written and partly from their subject-matter, few
will read them through.

OUR LIBRARY TABLE.

Elementary Building Construction and Drawing . By Edu ard J. Burrell ,
Second Master of the People' s Palace Technical Schools. ( Longmans Co.)
— This is one of the Science Manuals published by Longmans, Green, &
Co. to meet the requirements of the Elementary stage as laid down by
the Science and Art Department, South Kensington. It has been com¬
piled from notes of lessons delivered to the students in the day classes at
the People’ s Palace, and is very fully illustrated. All the diagrams are
carefully dimensioned, so as to form data for scale drawings. A large
number of exercises are given at the end of each chapter,' and the ex¬
amination papers set by the Science and Art Department in Building
Construction in the years 1886, 1887, and 1888 are printed at the end of
the book. It is a capital text-book, and likely to be largely used.

A History of Greece. By Evelyn Abbott, M.A., LL.D. Part I. From
the Earliest Times to the Ionian Revolt. ( Riving tons .) — Dr. Abbott
tells us that) though we can add nothing to the existing records of
Greek history, the estimate placed upon their value, and the conclusions
drawn from them, are constantly changing ; and for this reason the story
-which has been told so often will be told anew from time to time so long
as it continues to have an interest for mankind. In one respect, however,
there would seem to be but little change of opinion in the course of ages,
for Dr. Abbott agrees with Strabo that “ ancient historians record much
that is fable or falsehood, and hence they frequently disagree when re¬
lating the same event.” The author reminds his readers on what in¬
secure foundations our knowledge of Ancient Greek history rests. He
gives his authorities always, and sometimes the footnotes run' something
like the following : — “ This is from A, who got it from B, who got it
from C ” — and so on. Discrepancies and contradictions are traced as
far as possible. Dr. Abbott is not a theorist in history, and regards even
the latest theory with suspicion. The work is closely critical, and is in¬
tended for readers who know something both of the Greek language and
Greek history. When completed it will be a good work of reference of
a size intermediate between such works as Grote’s and the smaller text¬
books.

Practical Surveying. A Text-book for Students preparing for Examination
or for Survey Work in the Colonies. By George Win. Usill, A.M. I.C.E.
( Crosby Lockwood <$• Son.) — A good practical book on this subject suffi¬
ciently explicit and also sufficiently concise has been wanted. Each
chapter is complete in itself, and the chapters follow in progressive order.
The author explains the various instruments required in surveying, their
adjustment, their use and manipulation in the field. The first chapter-
treats of standards of measure, chains, arrows, staffs, etc. The second of
reconnoitring, sketch maps, testing the chain. The third explains survey¬
ing instruments, viz. : — telescopes, clinometers and prismatic compasses,
theodolites, parallel plates, the box sextant, and telemeter. The
fourth chapter is devoted to a graphic treatment of trigonometry as
applied to surveying, and the succeeding chapters treat of the application
of the instruments and methods introduced.

Earth Knowledge. Part II. A Text-Book of Advanced Physiography.
By W. Jerome Harrison, F.G.S., and H. Rowland Wakefield. ( Blackie $•
Son.)— This volume is meant to be read in conjunction with Yol. 1,
which treats of the more elementary part of the subject. It contains

the usual mixture of subjects of which modern physiography is composed,
viz., Light, Lenses and Telescopes, Spectrum Analysis, Astronomy,
Solar System, &c., and is very clear and accurate.

A College Algebra. By G. A. Wentworth. ( Boston : Ginn §• Co.) — This
Algebra in arrangement, style, printing, binding, has all the superiority
which characterises American text-books. The book is bound with a
leather back. It looks as if it were meant to be well used, and it deserves
to be.

The Art Student's Second Grade Geometry. By John Lowres. Revised
and partly re-written by George Brown. [Moffat t § Paige.) — This is a
useful book for those preparing for the Second Grade Art Examination in
Practical Geometry. The work is carefully written and printed. At the
end of each section some useful problems are given for exercise, and, in
an appendix, sixty-four others of a more difficult and general description
are supplied to test the student’s success in mastering the subject.

An Elementary Text-Book of Physiology . By J. M. Gregor- Robertson,
M.A., M.B., C.M. (Blackie and Son.) — In this text-book the essential
facts and principles of physiology are presented, not in a series of dis¬
connected paragraphs, but woven into a continuous story, so that their
meanings and connection may be readily apprehended. At the same
time the requirements of candidates for the examinations of the Science
and Art Department, and of the Local Examination Boards of the
Universities, are steadily kept in view.

Manual of Confirmation, consisting of Addresses delivered to Preparation
Classes. Francis Pigou, D.D. ( James Nisbet and Co.) — These addresses
were -written for the purpose of conveying suggestions for conduct on the
day of Confirmation, during the service, and after Confirmation. Re¬
membering how evanescent are the best impressions, and how soon the
reaction after any season of stirred religious emotion sets in, the author
has endeavoured to deepen these impressions by means of addresses
delivered to those who have been recently confirmed.

Latin- English Dictionary . By C. G. Gepp, M.A., and A. E.Haigli, M.A.
( Rivingtons .) — A good concise dictionary, but very trying to the eyes.

Longmans' Junior School Grammar. By David Salmon. ( Longmans § Co.)
—This is an excellent introduction to the larger Grammar of Mr. Salmon
which we have recently noticed.

Number Cards for Primary Schools. First Series. By Isabel Shove, George
Putnam School, Boston, Mass. ( Boston : Ginn Co.) These are
simple little problems involving generally numbers up to
twenty, applied in the earliest rules only, drawn with very great
care. They have a freshness about them wbich will be appreciated by
teachers of young children. The authoress has evidently not been ham¬
pered by a Government Code.

The Jubilee Series of Drawing Copy Book. ( Bcmrose $ Sons.) — This series,
consisting of seventeen books, has been prepared to meet requirements of
the Code in straight lines, freehand, model, geometry, drawing to scale, and
shaded drawing in the Standards from I. to VII. The copies are clearly
printed on good paper, and are not too difficult for the respective standards.
An improvement might be made in Book VI., prepared for Standard IV.,
as some of the simple models are decidedly out of drawing.

New Editions.

The Elementary Geometry of Conics. By C. Taylor, D.D., Master of St.
John's College, Cambridge. Fifth Edition. ( Cambridge : Deighton, Bell,

Co.) — The fifth and enlarged edition of the Elementary Geometry of
Conics contains a chapter on the imaginary points at infinity through which
all circles in a plane pass. Attention is called in a scholum to an apparent
failure of the cartesian method to shew that there are two such points
only in any plane. This requires some faculty of imagination in the
student, but, to those who have the faculty, is always interesting.

Lazare Hoche. ‘Pitt Press Series." By C.Colbeck, M.A. ( University Press,
Cambridge.) — With Maps, Introduction, Table of Events, and Notes.

Le Bourgeois Gentilhomme of Moliere, forming one of the same series,
by Rev. A. C. Clapin, M.A. With Introduction, Notes, and Gram¬
matical Index.

Forbidden Fruit for Young Men. By Major Seton Churchill. ( Jas .
Nisbet § Co.) — A third edition is now published.

Practical, Plane, and Solid Geometry. By John Carrol. ( Burns §
Oates.) — Lessons on Areas, Orthogi-aphic Projection, and Graphic
Arithmetic have been added.

Lexicon of Conversational French. By Alfred Holloway. (George Bell

Sons.) — A second edition.

On Stimulus. By A. Sidgwick, M.A. ( Cambridge University Press.) —
A second edition.

Xenophon's Anabasis. (Deighton, Bell, $ Co.) — A new edition, in four
volumes, of the work of J. F. Macmichael, revised by J. E. Melhuish,
M.A. Each volume contains a life of Xenophon, well-printed text,
ample notes, and maps illustrating the route of the Ten Thousand.
Book I., with Introduction and Itinerary. Books II. and III., Book IV.,
Book V.

Vergil’s Aeneul. (Deighton, Bell, 4 Co.) — Abridged from Prof.
Conington’s edition, by Professors Nettleship and Wagner, and J. S.
Sheppard. In thirteen volumes. The Notes are mainly an abridgment
of the larger commentary, but various explanations have been thrown
into other forms, to make it more intelligible to boys.

Analecta. Passages of Greek and Latin Authors in Prose and Verse.
Selected for translation by John Strachan, M.A., and A. 8. Wilkins, Lit.D.,

78

THE EDUCATIONAL TIMES. [Feb. 1, 1889.

LL.D., Professors in the Owens College, Manchester. (Macmillan 4‘ Co.)
■ — For the use of classes in the College. The selections are admirably
arranged in the various dialects, the date of each piece being prefixed.

The Republic of Plato. Boohs I. — V. By T. II. Warren, M.A.,
President of St. Mary Magdalen College, Oxford. ( Macmillan 4' Co.) — The
Notes are excellent, the Introduction complete.

Latin Prose Primer. By J. Y. Sargent, M. A. ( Clarendon Press.) —
A suitable book for beginners, being an introduction to “Easy Passages
for Translation into Latin,” by the same author.

Horace's Odes. Englished and Imitated by Various Hands. Selected
and Arranged by Charles IV. F. Cooper. ( George Bell 4' Sons.) — The
volume is divided into two portions ; the first contains a translation of the
Odes by poets of the 17th and 18th centuries. The second portion includes
burlesques, political and social satires and poems, which owe their beauty
of thought or felicity of expi’ession to the direct inspiration of an Ode
of Horace.

The Phccdrus, Lysis, and Protagoras of Plato. Translated by J. Wright,
M.A. ( Macmillan 4 Co.)—- Is a valuable addition to the Golden Treasury
Series.

Xenophon' s (Economics. — A translation of one of the books appointed
to be read by those who are preparing for the B.A. Examination of the
University of London. Published at the University Correspondence
College Office, Cambridge.

Plutarch's Morals. Ethical Essays. Translated by A. J. Shilleto, M.A.
( George Bell 4' Sons.) — One of the series of Bohn’s Classical Library,
with notes and index.

La Ba faille de Trafalgar and Un Frame de la Mcr. Two small volumes
published by Hachette 4- Co., by A. de Lamartine and A. Dumas respec¬
tively, Edited by the Rev. A. C. Clapin, M.A., especially adapted for use
in naval schools and colleges. Nautical terms and phrases abound, and
have particular attention paid to them.

Montesquieu' s De la Grandeur dcs Remains et de leur Decadence. By Paul
E. E. Barbier. ( Hachette 4 Co.)— With biographical notice, explanatory
notes, geographical and historical index, maps and vocabulary.

Malot's Capi et sa. Troupe. By F. Tarver, M.A. ( Hachette 4 Co.) — Con¬
tains an account of Malot’s works, with life, notes, and vocabulary.

Zola's L' Attaque da Moulin. By F. Jnlien. ( Hachette 4 Co.)—
Excellently arranged in short paragraphs, the notes are enlarged by the
addition of grammatical questions and sentences for translation into
French, from points arising in the text.

A Treatise on Elementary Algebra and Algebraical Artifices. Vols. I.
and II. By S. Ray, M.A. ( S . K. Lahiri 4 Co., Calcutta.) — The utility
and application of Algebraical Artifices are admirably brought out in
these volumes. The examples for exercise are very complete.

Longmans’ Junior School Arithmetic, Mental and Practical, is published
with or without answers. Papers set in recent examinations are added.

Alternative Elementary Chemistry. By J. Mills, with a preface by Pro¬
fessor Koope. ( Sampson Low 4 Co.) — A course of lessons adapted to the
requirements of the new Syllabus of Chemistry recently instituted by the
Science and Art Department, with examination papers.

Lessons on Elementary Mechanics. Stage I. By JV. H. Grieve. ( Long¬
mans 4 Co.)— Specially adapted to the requirements of the Revised New
Code. Questions follow each chapter. The different types used in the
printing bring out all important points boldly. The illustrations are
well executed and intelligible.

Companion to Hamblin Smith’s Algebra. By W. E. Pelton, M.A.

( Rivingtons .) — The innovations come under seven headings, and the
reasons for making them are given in the preface. The examples are
selecled from examination papers.

The English Church in the Middle Ages. By the Rev. TV. Hunt, M.A.

( Longmans 4 Co.) — The subject is dealt with in narrative form. The
book is intended to illustrate the relations of the English Church with the
Papacy and with the English state down to the revolt of Wyclif against
the abuses which had gathered round the ecclesiastical system of the
Middle Ages, and the great schism in the Papacy which materially
affected the ideas of the whole of western Christendom. Lists are given
of the Archbishops of Canterbury and of the Bishops and Archbishops of
York to 1377.

The Story of Genesis. By Frances Yonnghusband. ( Longmans 4 Co.) —
Told in simple language for children.

Through Eire and Through Water. By the Rev. T. S. Millington. ( The
Religious Tract Society.) — A story of the boy who would be a sailor, the perils
he encountered and the adventures he met with among pirates and Arabs,
his imprisonment in Algiers aud the bombardment of that town in 1816.

Garry's Elocutionist . ( Marcus Ward 4 Co.) — Selections in prose and
verse adapted for recitation and reading, with introduction. Many of
the selections are quite new.

The Tragedy of King Lear. Shakespeare. (Blackie f Son.) — With notes.
A reading book for upper classes, called into existence by recent changes
in the education code, supplying the basis of a year’s study of English,
and the necessary lines for repetition.

Milton' s Sonnets. (University Correspondence College Office, Cambridge).
— This book will be a great help to those who are preparing for the
forthcoming Intermediate Examination in Arts at the University of
London.

A Sketch of the First Principles of Physiography. By John Douglas.
With Maps, Illustrations, and Tables. (Chapman 4 Hall.) — The book is
divided into four parts which deal with — I. Force ; II. Constitution

of the Earth ; III. The work of Solar Energy ; IV. The work of Secular
Contraction.

Handbook to the Code of Examinations of the Teacher's “ fade Mccuni'
Scries. Standard I. Chambers’ s Expressive Readers. Part I. (Hey wood.)
— Examinations and questions in Spelling, Geograph)', and Mental Arith¬
metic given by II. M. Inspectors. Large type. Neatly illustrated
writing lessons on imitation blackboards are at the end of each reading
lesson. Part 2 is more advanced, hut is without the writing exercises.

Teaching as a Career for University Men. By J. J. Findlay, M.A.
With a Prefatory Note by A. Sidgtcick, M.A. (Rivingtons.) — The book
treats of the nature of a schoolmaster’s work, a system of apprenticeship,
the qualifications of a schoolmaster, and the departments and grades existing
in school.

History of Music for the Use of Students. By the Rev. H. G. Bona via Hunt,
Mus.D., F.ll.S.E. Ninth Edition, Revised to Date. (George Bell § Sons.) —
Since its first edition this work has received many corrections and additions,
and it now forms a complete and concise history from the commencement
of the Christian era to the present time.

Alphabetical List of the Principal College and School Books, and Neiv
Editions, published during the month ending January 31st, 1889.

Bailey’s (J.) How to Teach the Babies, cr. 8vo, 2s. fid. cl,

Bled (V. du) : Les Causeurs de la Revolution, 3fr. 50.

Bloch (I.) : Inscriptions des Cimetieres Israelites d’Alger, 5fr.

Bradshaw’s (J. G.) A Course of Easy Arithmetical Examples, 12mo, 2s. 6d. cl.

Browning’s (R.) Poetical Works, Vol. 10, 12mo, 5s. cl.

Chronicle of Henry VIII. of England, written in Spanish by an Unknown
Hand, trans. by Hume, cr. 8vo. Cs. cl.

Coignet’s (C.) Francis I. and his Times, translated by F. Twemlow, 8vo,
11s. cl.

Drew’s (C. L.) Through the Woolwich Courses, 12mo, 3s. cl.

Dyer’s (T. F. T.) The Folk-lore of Plants, cr. 8vo, 6s. cl.

English History by Contemporary Writers : The Crusade of Richard I., 1189-
92, selected, Sic., by T. A. Archer, 2s. cl.

Gearv’s (C.) I11 other Lands, cr. 8vo, 3s. 6d. cl.

Co-se’s (E.) History of Eighteenth Century Literature (1660-1780), cr. 8vo,
7s. Gd. cl.

Graphic (The) Gallery of Shakespeare’s Heroines, with Stories of the Plays
by W. E. Henley, fol ., 105s. leather.

Homer’s Iliad Done into English Verse, by A. S. Way, Vol. 2, sm. 4to, 9s. cl.

Homer’s Odyssey, Book 10, with Introduction and Not.s by G. M. Edwards,
12mo, 3s. 6d. cl. (Pitt Press.)

Kaye and Malleson’s History of the Indian Mutiny, 1857-8, Cabinet Edition,
Vol. 2, cr. 8 vo, 6s. cl.

Knox (John), Life and Times of, by Rev. R. W. Gosse, 2s. 6d. cl.

Krause (K. G. F.) : Abriss der 1’hilosophie der Geschiehte, 4m.

Lang’s (A.) Letters on Literature, cr. 8vo, 6s. 6d. cl.

Longmans’ School Arithmetic, by F. E. Marshall and J. W. Welsford, cr. 8vo,
3s. Cd. cl.

Imereti Cari de Rerum Natura Liber Quintus, edited, with Notes, by J. D.
Duff, 12mo, 2s. cl.

Macaulay’s (Lord) History of England, Popular Edition, 2 vols. 5s.

Macaulay (Lord), Life and Letters of, by the Right Hon. Sir G. O. Trevelyan,
Popular Edition, cr. 8vo, 2s. 6d.

Macaulay’s (Lord) Miscellaneous Writings and Speeches, Popular Edition,
cr. 8vo, 2s. fid. cl.

Morley’s (H.) English Writers, Vol. 4, Bk. 1, cr. 8vo, 5s. cl.

Muller (I.) : Handbuch der Klassisclien Altertums-Wissenschaft, 10 Halbbd.,
5m. 50.

Nauroy (C.) : La Duchesse de Berry, 3fr. 50.

Oliver’s (Rev. G. W.) Typical Sentences, or Aids to Latin Composition, 8vo,
2s. cl.

Paulsen (F.) : System der Ethik, 2 Parts, 11m.

Plinii Csecilii Secuncli Epistolae, 4c., edited, with Notes, &c., by E. G. Hardy,
8vo, 10s. (!d. cl.

Posselt’s (E. A.) Technology of Textile Designs, 4to, 28s. cl.

Pressense (F. de) : L’lrlande et l’Angleterre, 1800-88, 7fr. 50.

Short (I1'.) On the Making of Etchings, 4to, 5s. bds.

Smith’s (C.) Solutions of the Examples iu a Treatise on Algebra, cr. 8vo,
10s. 6d. cl.

Sonnenschein’s Cyclopaedia of Education, arranged and edited by A. E. Fletcher,
roy. 8vo, 7s. fid. cl.

Sonntag’s (C. O.) Practical French Grammar, 12ino, 2s. cl.

Stock’s (St. G.) Deductive Logic, 12mo, 3s. 6d. cl.

Stranahau’s (C. 11.) History of French Painting, roy. 8vo, 21s.

Targum on Isaiah, i.-v., with Commentary by II. S. Lewis, 5s.

Thornton’s (F. Du Pre') Elementary Arabic, cr. 8vo, 3s. 6d. cl.

Whittier’s (J. G.) Works, Vol. 3, cr. 8vo, 6s. cl.

Wood’s (D.) Handbook of the Greek Method (of Design), 2s. 6d.

Xenophon’s Agesilaos, erkllirt v. O. Giithling, lm. 50.

CORRESPONDENCE.

We have received several letters respecting receut examina¬
tions : —

From “ M.A.,” London : — “ The third-class Euclid paper set
by the College of Preceptors, December 6th, contained the
following rider : ‘ Within the triangle ABC are two points D
and E, and the lines AD, DE, EB are drawn : show that these
three together are less than AC, CB together.’ Is it fair to ask

Eeb. 1, 1889.]

THE EDUCATIONAL TIMES.

79

boys to prove the truth of a proposition which can be as easily
proved to be untrue ? ” The question is certainly not clear. It
is evident that the examiner’s intention was to exclude re¬
entering angles, but the proposition requires amplification and
probably a figure to make it clear.

From “Time,” on the impossibility of doing the mercantile
arithmetic paper in the time allowed. “ Time ” caunot have read
the instructions at the head of the paper.

From “ Conditio ” : — “ In reference to the subject of dynamics,
the candidates are allowed only 1| hours for this usually hard
paper. I have heard an Oxford M.A. say he could not finish the
eight questions in the prescribed time ! ! This paper is, in fact,
always very hard and puzzling. I, therefore, think that candi¬
dates ought to be allowed at least two hours for its working.”

From “Neptune,” on “Hints for Schools near the Coast,”
which we are obliged to reserve for want of space.

EDUCATIONAL NOTES AND SUMMARY.

The new position of Euclid in examinations was the chief subject
for consideration at the fifteenth general meeting of the Associa¬
tion for the Improvement of Geometrical Teaching, which was
held on Saturday, January 19, in the council room of University
College, London, Mr. R. B. Hayward, M.A., presiding. The report
of the Council, which was read by the joint-secretary, Mr. E. M.
Langley, M.A., recorded the success of the Association in its
efforts in this direction. The Universities of Oxford and Cam¬
bridge and the Civil Service Commissioners, it appears, now
regulate their examinations so that the student need not give
Euclid’s proofs of his propositions, but may adopt any other geo¬
metrical proofs, provided Euclid’s sequence be not departed from.
Attention was also di’awn iu the report to some principles which
are set forth in the prospectus of the Technical College,
Finsbury, with reference to the entrance examinations, as an
example of what may be done by an examining body in the way of
encouraging sound mathematical teaching. After the report,
which also indicated the work of the committees on the various
branches of geometry, had been adopted, Mr. Hayward resigned
the presidency, and the post was conferred on Prof. G. M.
Minchin, M.A., Professor of Applied Mathematics in the Royal
Indian Engineering College at Cooper’s-hill. Mr. Hayward, who
is a master at Harrow, has been president for 1 1 years past, and
several members spoke warmly of his having been the life and
soul of the Association. In the course of his valedictory address
the retiring president remarked that, though they had not quite
attained the expectations of some of tlieir more ardent
reformers, still they had met with a fair measure of
success. Their influence was rather indirect than direct, and
it must be expected that their advance would be, while
steady, yet comparatively slow. In the place of Mr.
Moulton, Q.C., Mr. Hayward has been elected a vice-president ;
while the other vice-presidents — the Rev. G. Richardson, M.A.,
of Winchester College, Mr. R. Levett, M.A. , Mr. R. Tucker, M.A. ,
and the hon. secs., Mr. E. M. Langley, Modern School, Bedford,
and Mr. C. Peudlebui-y, St. Paul’s School, retain their posts. One
interesting feature in the meeting was the production of a printed
work in Japanese founded on the society’s book on Geometry, by
D. Y. Kikuchi, Professor of Mathematics in the University of
Tokio. After luncheon the new President (Professor Minchin)
read an interesting paper on “ The Vices of our Scientific Educa¬
tion.” In his opinion nearly all our examinations were much too
difficult — beyond the mental and physical abilities of those
examined. In speaking of the excessive haste with which students
arepushedon through various branches of science, he ridiculed par¬
ticularly the numerous subjects set for the London Matriculation
examination. He proceeded to illustrate the want of thoroughness,
which he regarded as prominently characteristic of many of our
elementary books on mathematical physics. What he advocated
was a more thorough and leisurely study of pure mathematics
before the study of physics. After having dilated at some length
on some mathematical points iu connexion with this, the Professor
directed attention to the way in which the “ cramming ” of science
is encouraged by examinations. In his view, however, the defects
of our educational system are almost wholly due to the short¬
comings either of individual examiners or of the directors of edu¬
cation. Instead of an examination being in itself an evil, every
good examination is, he contended, in itself a good, inasmuch as it
puts to the test the result of the student’s study, shows him the
extent to which he has command of his subjects, points out where
his study of the bearing of some principle has been hasty and super¬

ficial, and where, consequently, bis grasp of it is really feeble. In
conclusion, the Professor noticed that both our examiners and our
teachers are appointed without auy guarantee as to their capacity
to examine or to teach. In the course of a discussion which
followed, the Rev. J. M. Wilson, Head-master of Clifton College,
suggested that the society would do well to approach the London
University with regard to improving its Matriculation examina¬
tion. In this examination the paper on mechanics was, he said,
very bad, and that on English was one of the greatest curiosities he
had ever seen.

An interesting ceremony took place at the Borough Road
Training College on Friday, January I8tli. The newly-appointed
principal, Mr. P. A. Barnett, M.A., Oxon, gave his inaugural ad¬
dress. He was supported on the platform by Mr. A. J. Mundella,
M.P. for Sheffield, the town in which Mr. Barnett has been pro¬
fessor for the last six years, Dr. Abbott, in whose school
Mr. Barnett Avas educated, Dr. Wormcll, Mr. Buxton, the
Hon. L. Stanley, Mr. Rowland Hamilton, Mr. West, and
other members of the Committee of the British and Foreign
School Society. Mr. Bourne, the Secretary, read the annual
report recounting the work under difficulties which had been
accomplished in the past year, referring to the appointments
of principal, vice-principal (Mr. E. Barkby, B.A.), and tutor (Mr.
Hugh Miller). The announcement of these names were received
with great enthusiasm by the students, particularly that of Mr.
Barkby, the vice-principal, which was received Avith continued
and prolonged applause.

“ The Chairman, in opening the proceedings, said they were met not
only to welcome hack the old students and the new men, hut also to give
a welcome to their ucav principal and noAv tutor. After referring to the
distinguished career of these two gentlemen, the right hon. gentleman
proceeded to speak of Avbat was likely to he the future scheme of education.
They must utilise the school life of their children, and have more and
better teachers. He did not wish it to be thought that he accused the
present staffs of any want of readiness or capacity, but he said that the
great mass of teachers had not been properly trained ; and, as the question
Avhich affected the training of teachers must he changed by the Legisla¬
ture, there was no reason Avhy the next code laid upon the table of the
House, Avithin six Aveeks at the furthest, should not prescribe that hence¬
forth there should be great and important changes in the training for
pupil teachers and the certificated teachers throughout the country.
Therefore, he hoped that the next revision would be on the lines of a
larger staff and a better class of teachers ; and he believed that they
would not be dissappointed in the hope, that those teachers who did not
go through training colleges would gradually come to an end, and that all
teachers henceforth should be trained. He did not say that the teachers
would be trained in training colleges like the one they were then in, but
that they would have day training schools to supplement the residential
colleges for day students. He hoped also that they would be able to arrange
for the students having a third year of study. He was sure that some
of them had in their minds the system of percentages, and they were a
little afraid of Her Majesty’s inspectors ; but he would warn them of the
danger of changing King Log for King Stork. If they got rid of per¬
centages and went entirely upon the judgment of Her Majesty’s inspectors,
they might tumble from the frying-pan into the fire. He hoped they
would have much less mechanical, and much more trained teaching, and
fewer mechanical examinations. When he tried to diminish the number
of examinations he was met Avith great opposition ; but he still held that
a child under the third standard should not be subjected to an individual
examination. They had tried that principle, however, in Scotland, and
found that it succeeded very xvell. All these changes could only result in
one thing — namely, a great future for the best and most successful
students in all their training schools.”

Mr. Barnett then delivered an interesting inaugural address on
the methods of study he recommended and the lines on which he
hoped to Avork. Dr. Abbott, Mr. L. Stanley, and Dr. Worm ell
then addressed the students, and the proceedings terminated
with the distribution of prizes.

A sensible speech Avas recently delivered at Capetown by Sir
Hercules Robinson, the Governor, High Commissioner, and
Commander-in-Chief of Cape Colony, on the occasion of the
annual distribution of prizes at the South African College. After
commenting Avith satisfaction on the fact that the College has
turned out year by year an amount of good and solid work unsur¬
passed by any other educational institution in South Africa, Sir
Hercules remarked that when invited to be present and deliver an
address, he resolved to avoid platitudes and comrentional
admonitions. “ All that I have to offer is such friendly
counsel about common things as a man who, without the
advantage of a University training, has had fifty years _ of
worldly experience may be able to give to those just entering
life.” He said that it was quite an exception to find

80

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

persons who can read aloud clearly and agreeably, and who write
a large and distinct hand ; yet these simple accomplishments,
which he earnestly recommended, are easily acquired in youth,
and possess undoubtedly greater value than many more preten¬
tious items of education. The Governor proceeded next to
admonish his hearers that the preservation of health is seldom
valued aright by the young. Yet it is essential, he added, to
sustain application in any direction, and, as a rule, to all good
work. In taking exercise, moreover, the dull “ constitutional ”
is severely denounced by Sir Hercules, who recommends
to the young boating, cricket, football, or any healthy
outdoor amusement. In addition to manly amusements, he
advised them to create for themselves some special intellectual
interests outside their professional pursuits. “ I do not know
anything which has more promoted my enjoyment in life than
the knack of drawing, which I acquired between the ages of twelve
and twenty. It helped me to carry off the prizes at Sandhurst in
surveying and fortification ; and by cultivating my faculties of
observation it has enabled me to see, and more fully to enjoy,
the beauties of Nature.” “ Keep a common-place book,” says
Sir Hercules ; “ I have done so for more than a third of a centui’y,
and have found it useful and interesting.” It is refreshing, he
adds, to look back to entries made thirty years since, some of
which now appear “ flabby and flatulent,” but serve at least to
remind their maker of the books he has read and the tracts of
thought he has traversed. Perhaps the best thing about them is,
however, that they help to cultivate in the young admiration
and reverence, in which the present age is so lamentably
deficient.

The University Students of Paris have inaugurated their new
head-gear — consisting of a voluminous black velvet cap, or beret,
which drops wdth more or less grace over the right ear — in a pro¬
cession through the city. Six hundred young men belonging to
the different faculties have paid a visit to Montmartre for the
purpose of displaying the novelty to the working classes of the
neighbourhood. They were escorted by a score of policemen, and
conducted themselves in a gay and festive manner ; but there was
not the slightest disturbance, and the inhabitants of the Demo¬
cratic quarter seemed flattered at the attention. The members of
the different faculties are distinguished by the colour of the bands
at the base of their berets. Thus the law students wear one of
scarlet, their pharmaceutical confreres a green one, science rejoices
in vermilion, medicine in crimson, Fine Arts in orange, Protes¬
tant theology in blue, and the school of oriental languages in
gold, while simple yellow marks the students at the faculty of
letters.

In spite of the warning that the London School Board have
had recently of the limitation of their functions, by the Govern¬
ment Auditor disallowing certain items of expenditure, the
present Board seem very desirous of widening the scope of its
activity. The lesson taught has not been learned with much
profit if the Board are still bent on going outside their statutory
powers. That some members are ever urging the Board to
undertake work outside their functions the free dinner debate
recently disclosed. Mr. Conybeare’s motion was carried by 33
against 13, although some of the most experienced members of
the Board, including Miss Davenport Hill and Dr. Gladstone, were
in the minority. The great danger of the Board even indirectly
helping the free dinner movement, is the unmanageable propor¬
tions to which it is only too likely to grow in a short space of
time. The weakening of parental responsibility is a very ugly
accompaniment of the education of the children. If free dinners
are the logical sequence of free and compulsory education,
free clothes must follow. The School Board would do well to
attend to their plain duties, and leave to the legislature the
treatment of the social problems that loom ominously in front of
us, and which, if not skilfully and betimes dealt with, may imperil
our social stability.

secondary teacher. On the subject of State Aid to Secondary
Schools, the President spoke as follows : —

“ Taking into consideration the provision made for primary education,
it would appear that the Government has been greatly influenced by the
idea that it is sufficient, or, at least, only necessary, to provide for the
education of one class — represented by the working man. In doing so,
it has made it barely, if at all, possible for private parties to supply the
educational wants of others. Efficiency and profit cannot go hand in
hand, and the consequence is that even the higher classes are less well
provided with a suitable education for their children. It can hardly be
denied that those who pay most of the rates for education have quite as
good a right to be considered as any who are at present provided for.
The education they may require for their children may be more extended
and of a higher kind than that given in the primary schools ; but that is
no reason for excluding them from the benefits of a national system.
Some think they should either take advantage of the primary schools or
provide for themselves ; some think that the rich have no right to send
their children to these schools at all, and for them to do so is like taking
advantage of a charity. The truth is that all have an equal right to take
advantage of the public schools, and the more this can be done the
better for all classes. It is an altogether different matter, however, to say
that the children of all classes must sit on the same form and do the
same work. Regard should be had to the extent to which education is
to be carried, and the positions which are to be filled in after life ; and
it will be found that all cannot afford sufficient time to go over the
ground required. It would be but. simple justice to make equal pro¬
vision for building and maintenance from rates and grants for all classes
of children , and where higher class schools are required, let the higher
education be paid for by higher fees. There could be no disgrace im¬
plied, and no jealousy need be raised, by each one choosing a school
suitable to his ability to pay for his children. There is no thought
of receiving charity in attending the University or the High School,
although no rent is charged in either case, and both receive Govern¬
ment or municipal grants, not to mention grants from the rates.”

Quit contemporary the Lancet gives us less definite advice in
the matter of “ Juvenile Punishment ” than we have aright to
expect from the organ of the medical faculty. Our readers will
not, we fear, be much enlightened by the following: —

‘‘The best safe-guards against an abuse of authority should be
sought for in arrangements which prohibit indiscriminate cuffing and
the use of any but the lightest available instruments of punishment ;
care, too, must of course be taken to apply them wdth some regard for
moderation, and at parts where no brutal harm can result. It is from
no want of kind feeling that we advocate a moderate exercise of those
old methods of school discipline w’hose efficiency experience has proved.
On the contrary, it is evident that the absence of such training simply
implies a surrender of our duty to the diligent and orderly, in our
vain efforts to preserve the ill-conducted. Just, needful, instructive,
and preventive often of greater misconduct afterwards, such timely and
considerate punishment as we have described is merciful also. With
some exceptions in favour of delicate or merely slow children, its general
employment cannot fairly ■■be objected to. But it is unquestionably
necessary that the power of exercising such punishment should be
restricted to responsible persons, and not delegated to the hands of
emotional or inexperienced underlings.”

“Underlings” is hardly a happy description of the men and
women who perform the work of our schools as the colleagues
of headmasters or headmistresses.

Messrs. Cassell and Co. are issuing, in monthly parts, a
popular edition of “The Story of the Heavens,” by Sir Robert
S. Ball, the Royal Astronomer of Ireland. The work, which is
well printed on good paper, will be completed in eighteen parts.
With Part I., which we have just received, a star map is give.

MATHEMATICS.

9892. (Professor Sylvester, F.R.S.) — Prove that, if any triangle of
maximum area be inscribed in an ellipse, then the circle circumscribing
it, the circles of curvature to the ellipse at its apices, and the ellipse itself
will all five intersect each other in one and the same point.

Solution hj Professors Schoute, Wolstenholme, and others.

The Annual Congress of the Educational Institute of Scotland
was held in the Public Hall, Albert Place, Stirling, on Thursday
and Friday last. There was a large attendance of members from
all parts of the country, and much interest was taken in the
proceedings. Mr. Alexander Thomson, F.E.I.S., Headmaster of
George Watson’s College for Ladies, Edinburgh, is President of
the Institute. The President and officials wore their robes of
office. The President’s Address was very suggestive throughout.
It anticipated much of what was discussed in the subsequent
papers ; and looked at Code questions from the standpoint of a

When A, B, C, D arc four concyclic
points of an ellipse E, the chords
AB and CD are equally inclined on the
arc XX. So, when E is considered as the
orthogonal projection of a circle, the
chords A'B' and C'D', of which AB and
CD are the projections, admit the same
property. This proves (see the equally
inclined dotted lines that bisect the
angles A'MB' and C'MD') that the sum
of the eccentric angles of the four points
A, B, C, D is a multiple of 2ir. [The rest in volume.]

Feb. 1, 1889.]

THE EDUCATIONAL TIMES.

81

9901. (Professor Wolstenholme, M.A., Sc.D.) — In a certain curve,
the tangent line at a point Q is normal at P ; prove that the orthoptic
locus of the curve (locus of intersection of tangents at right angles) will
touch the curve at P, and that its radius of curvature at P will he
QP-’/(QP + QI), where I is the centre of curvature of the curve at P.
[Sign to be observed in the denominator.]

Solution by W. E. Brunyate ; Prof. Matz, M.A. ; and others.

P is plainly a point on the locus. Let the
consecutive tangent at Q meet the correspond¬
ing tangent at P' in S. Then IT' is parallel to
QS. Draw P'R, ST perpendicular to PQ, and
IS' perpendicular to QS. Let z PIP' = <p.

Then in the limit S plainly moves up and lies on
the tangent at I’, or the locus touches the curve
at P, and, if p be the radius of curvature,

p = Lt^i = Lt^:.

2PT 2PT

But PT = PR + RT

= PR + projection of IS' on QP

= ^PI<?>2 + QI*2,

••• p“rai=PQ,«aP+QI>;

attention being paid to the sign of QI.

9930.

relations

(Chr. Hermite, Membre de l’lnstitut.) — On donne les deux
= 0,

a, a , x

b, V, y

c, c , z
on propose d’en deduire les suivantes

a, x, x' — 0,

b, y , y

c, z, z

Dat.

dat.

ident.

therefore

I be' | + y
| be' | + y'
j be | + b |

y ,
>/,
b,

a c

a,

a',

x'

= 0;

b,

b',

y'

c,

o',

z'

a'

X,

x'

= 0.

v ,

y,

y'

/

„/

C f

!. W. Whapham, b

1

+ Z

ah'

1 =0,

•1

+ z'

ah'

|=0;

1

+ c

ah'

! = 0;

x,

x\

a.

= 0.

It is worth noting that the first two determinants and either of the

others are connected by a linear relation, viz.,

0 =

a, a

b, b'

a , x, x

b, y, y'

a, x

b, y

a, a , x

b, b', y

c, c\ z

+

a, x

b, y'

c, z, z

and that the required result follows from this at once when
[The rest in volume.]

a, a , x

b, b', y

c , c', z

a, b'

=£ 0.

N

9748. (Professor Mannheim.) — On donne un angle droit de sommet O.
On decrit une circonference passant par O, et l’on prend, sur cette courbe,
un point M tel que les angles, compris entre les droites partant de ce
point et aboutissant aux extremites du diametre qui contient 0, aient
pour bissectrices des paralleles aux cotes de l’angle donne. On demande
le lieu de M, lorsqu’on fait varier la circonference.

Solution by J. C. St. Clair ; Belle Easton ; and others.

If the circle may vary both in size and
position, there is no locus of the point M.

For, taking any point M, upon OM de¬
scribe a segment of a circle containing an
angle = 45°. Let it meet the sides of the
given angle in A, B, and the bisector in N.

Then AON = 45° = ONM,
therefore MN, which bisects AMB (since
arc AN = arc BN), is parallel to OA.

Therefore for every point M a circle may
be drawn through O, so that the condi¬
tions of the problem are fulfilled.

[The rest in volume.]

8458. (W.J. Greenstreet, B.A.) — A conic is inscribed in a tri¬

angle, and is such that the normals at the points of contact are concurrent.
Find the locus of the point of concurrence, and show that the same cubic
is the locus of the point of concurrence of normals drawn at the points of
contact of the conic circumscribed about the triangle.

Solution by G. G. Storr, M.A. ; Rev. T. Galliers, M.A. ; and others.

Let LV + M^ + N-y— 2MN07— 2NL7«— 2LMa0 = 0..., . (1)

be the equation of the inscribed conic touching BC, CA, AB in D, E, F
respectively. At D, a — 0 ; hence, from (1), M/3-Ny = 0.

Let la + m/3 + n-y = 0 . (2)

be the equation of the normal at D ; then, since this line is perpendicular

to a = 0, l - n cos B — in cos C = 0, and since it passes through D,

h)M + »N = 0 ; hence

m : n = M : N, l ; n <= (N cos B - M cos C)/N.

Substituting in (2), the equation of the normal at D becomes
M (j3 + a cos C) = N (7 + a cos B) ;
similarly N (7 -t- /3 cos A) = L (a + /3 cos C)

and L (a + 7 cos B) = N (0 + y cos A)

arc the equations of the normals at E and F. Eliminating L, M, and N
between these three equations, the equation of the locus of concurrence
becomes a (fi2 — q2) (cos A — cos B cos C) + /3 (72 - a2) (cos B - cos C cos A)

+ 7 (a2 — /32) (cosG — cos AcosB) =0.

[The rest in volume.]

9912. (J- C. Malet, F.R.S.) — L and M are two right lines and S a
circle, all situated in the same plane. If from a variable point on L two
tangents be drawn to S, prove that the locus of the in-centre of the tri¬
angle formed by these tangents and the line M is a right line through the
intersection of L and M.

Solution by R. F. Davis, M.A. ; and Prof. Wolstenholme, M.A., Sc.D.
Let O be the centre of S.

From any point P in L draw
the tangents PQ, PQ' meeting
M in U and XT', and a tangent
N (parallel to M) in V and V'
respectively. Also, let M, N
meet L in D, E respectively.
Then I, the in-centre of the
triangle PUU', lies on OP, and
is such that

PI : PO=PU : PV=PD : PE.
[The rest in volume.]

P

9899. (Professor Hain.) — Soient A', B', C'les symetriques d’un point
quelconque P par rapport aux trois cotes d'un triangle ABC. (1) Lorsque
P coincide avec le centre d’un cercle tangent aux trois cotes de ABC, les
droites AA', BB', CC' concourent en un meme point. (2) Lorsque le
triangle ABC est equilateral, les droites AA', BB', CC' concourent en un
meme point, quel que soit le point P. Corolkdre. — Dans tout triangle
equilateral, les symetriques, par rapport aux cotes, des droites joignant
les sommets opposes a un meme point, concourent egalement en un meme
point.

Solution by Professor Schoute.

Fig. 2.

When A' (Fig. 1) is the symmetrical point of P (xlt yx, Sj) with
reference to BC, the normal coordinates of A', as the figure shows, are

— xlf y1 + 2x1cosC, «1+2.r1cosB.

So the equation of the line A A' is y (^ + 2i\ cos B) = z (y, 4 2.17 cos C).

[The rest in volume.]

9920. (Frederick Purser, M.A.) — In a given quadrilateral is
inscribed a fixed conic II, while a variable conic V is circumscribed to
the same quadrilateral. Show that four of the chords of intersection of
the fixed conic U with the varying conic Y always touch a fixed conic S
which is inscribed in the original quadrilateral.

Solution by W. S. McCay, M.A. ; and Prof. Wolstenholme, Sc.D.

Let a variable circle pass through the foci F, F' of a conic cutting it in
two chords PP', QQ' parallel to the axis, and cutting the transverse axis
in S, S' ; the chords PQ, PQ', P'Q, P'Q' touch a fixed confocal. It is at
once seen that those chords are equally inclined to the focal vectors from
P, P', for S' is the middle point of the arcs FF', QQ' on the circle. Let
y1( y.2 be the ordinates of P, Q, and C the centre of the conic. Then

82

THE EDUCATIONAL TIMES.

yl . CS = b2, y2 . CS' = b 2, since SP, SQ are tangent and normal, and PP'
the polar of S,' therefore y,y, = 54/e2 = constant ; hut, for the four points
F, P, F', Q on a circle, the product of perpendiculars from PQ on FF' is
equal to the product of perpendiculars from FF' on PQ, hence the axis
minor of the confocal is fixed. [The rest in volume.]

9840. (Professor Abinash Basu.)— ABCD is a quadrilateral, and 0
the point of intersection of AC and BD. From CO cut off CM equal to
AO, and from BO cut off BN equal to DO. Prove that the centroid
of the quadrilateral coincides with that of the triangle OMN.

[Feb. 1, 1889.

+ xk, prove, from general expressions, that

lGS^ = S3 + 1 0S7 + 5Sg, 1 2SU = S4 + 7S6 1 4S8, 12SjS6 = — S3 + oS5 + 8S;

808384 = -S3 + 1oS5 + 16S7, 72S1S2S3 = 3S4 + 42S6 + 27S8.

9978. (Professor Schoute. Suggested by Quest. 9912.) — Given in
the same plane two linos L, M and a circle S. Of a triangle PQR, the
vertex P lies on L, the vertices Q, It lie on M, and the sides PQ and PR
touch S. Examine the loci of the remarkable points of this triangle.

9979. (Professor Wolstenholme, M.A., Sc.D. Suggested by Quest.
9587, Vol. 50, p. 117). — In a triangle ABO, CC' is the median through C,
CS a chord of the circumcircle along the symmedian through C ; the
parabola whose focus is S and directrix CC' will touch the side BC, the
straight lines through A, B, at right angles to CA, CB, and the two
bisectors of the angle C and its supplement. [The equation in trilinear
coordinates seems to be

2 ( — y)* + [ (a + /3) (cos B + cos A) ]* + [(« — 0)(coa B — cos A)]* = 0.]

9980. (Professor De Longchamps.) — Soit P une parabole tangente
aux droites 0.r, 0 y ; une droite mobile S, tangente a P, rencontre Oa‘
en A, Qy en B. On trace le circle A, circonscrit au triangle OAB, et les
droites tangentes a A, aux points A, B. Ces droites se coupent en un point
I dont on demande le lieu geometrique.

9981. (Professor Genese, M.A.) — TP, TQ, T'P', T'Q' are tangents
to a conic (centre C, foci 8, S') . Prove that T, P, Q, T', P', Q' will lie
on a circle, if (1) CP, CT' be oh opposite sides of SS' and equally inclined
to it, and (2) CT . CT' = CS2.

Solution by Rosa H. Whapham, B.A. ; Sabah Marks, B.Sc. ; and others.

Let K be the mid-point of AC ;
gu f/2 the centroids of triangles
ABC, ADC. Join ffifo; then
48 parallel to BD. Join NK,
meeting <j\ y2 in G ; therefore G
is centroid of OMN. Now
ShG = iBN = |DO,
g2 G = iDN = iBO;

.■. y4G ; y2D = DO ; BO

= A ADC : aABC,

therefore G is the centroid of the
quadrilateral, therefore centroids of the quadrilateral and the triangle
OMN coincide.

9692. (Maurice D’Ocagne.) — On donne deux points F et P, et une
droite 8 parallele a FP. Si on coDsidere une parabole variable, de foyer F,
tangente a 5, les points de contact des tangentes menees de P a cette
parabole sont sur un cercle fixe, passant par P.

Solution by A. Provost.

Let M and M' be the points
where the tangents from P touch
the parabola ; A, L, L' the feet of
the perpendiculars from F on the
lines 8, PM, PM' . The tangent at
the vertex of the parabola turns round
A, and the axis cuts PL, PL' at K,

K'; also FK=FM and FK'— FM' ;
and. the similar triangles FPM and
FPM' give

FM : FP = FP : FM',
or FM . FM' = (FP)2.

Besides, on the axis of a given parabola there are only two points, K and
K'; consequently the locus of these points is the circle touching FP at P,
cutting orthogonally the circle whose diameter is FP at the point
where this circle itself is cut by circle whose diameter is AF.

But KL = ML, K'L' = M'L', we obtain, for the radius of the circle
PKK', | (PF)“/AF ; and easily

P = PM = 2PL-PK = 2PF cos a — [(PF)2/aF] sin a,
where a = (FPM), and which represents the required circle.

9835. (Professor de Longchamps.) — Resoudre l’equation
( ax + 0)3 + ( a'x + /S')3 + x3 = 3 (ax + 0) (o' a- + 0') X.

Deduire de la, en supposant a = a' = 0, une methode elementaire pour
resoudre l’equation du troisieme degre.

Solution by Professors de Wachter, Beyens, and others.

Since x3 + y3 + z3 - dxyz = (x + y + z)(x‘2 + y2 + z2— xy— yz— zx),
the equation (a.r + 0)3 + (a'x + /3')3 + 3? — 3 (ax + 0) (a'x + 0’) x = 0
reduces to [(1 f a + o') x + 0 4- /3']

x £(a2 +- a'2 — a a' — a — a' +1)A“ + (2 a0 + 2 a' 0' — a0' — a 0 — 0 — 0') x

+ 0- + 0"2-00’~\ = 0.

[The rest in volume.]

QUESTIONS FOR SOLUTION.

9975. (Professor Sylvester, F.R.S.) — Find the complete integrals of
the equations in differences

ux + \-3ux _ vx, 1 + 3rx _ v'l '

UX — 3 V-X - 1 U3 , fji

X - 1 x -1

9976. (Professor Sturm.) — If, on both sides from the point of con¬
tact, a given distance be set off on every tangent of a parabola, the
extremities will lie on a rational curve of the sixth order which has, at a
finite distance, one double point with real, and another with imaginary
tangents. Its two branches, moreover, have six-pointic contact with the
parabola, and eight-pointic contact with one another, at infinity.

9977. (Professor Lampe.) — Investigate formulae for the sums of the
powers of the rational numbers, and, with the notation S* (x) = lk + 2k + . , .

9982. (Professor Steggall.) — If a circle intersect the sides of a tri¬
angle ABO in PP', QQ', RR', and if AP, BQ, CR are concurrent, so also
are AP', BQ', OR'.

9983. (Professor Ignacio Beyens.)— Si (S) designe la somme des sur¬
faces des cercles de Neuberg correspondantes a chacun des cotes d’un tri¬
angle ABO, (e) l’excentricite de P ellipse de Brocard, on aura

S = 7r («2 + i2 + c':) e2 j (1 _ c2).

9984. (Professor Gob.) — Soient Na, Nj, Nc les centres des cercles de
Neuberg du triangle ABC. Demontrer que les droites joignant A, B, C
aux milieux de N(,Nf, NCN„, NaN(, se coupent sur l’hyperbole de Kiepert
et sur la droite joignant 1’ orthocentre de ABO au centre du cercle de
Brocard.

9985. (Professor Neuberg.) — Les points A, B, C, charges des masses
a, 0, 7, decrivent, simultanement, dans le plan ABO, les lig-nes AA', BB',
CC', et leur centre de gravite D parcourt une ligne DD'. Si l’on change
les masses des points A, B, C, on obtient d’autres lignes DD'. Soit O un
point fixe du plan AA'BB'. Demontrer que le lieu d’un point D tel que
le secteur ODD' a une aire constante, est une conique. (Comparer
Messenger, 1877 et 1878, articles de MM. Leudesdorf, Kempe, et Elliot.)

9986. (Professor Deprez.) — Soit 0 l’angle compris entre la mediane
et la symediane issues du sommet B d’un triangle ABC, rectangle en A ;
soit 7 Tangle compris entre la mediane et la symediane partant de C.
Demontrer la relation cot 0 cot 7 — 1 =12 (ajh)2, h etant la hauteur menee
par A.

9987. (Professor De Wachter.) — A sphere, acted on by gravity,
rolls down a surface of revolution with vertical axis. Find at which
point of the generating curve the sphere will leave the surface, supposing
the generatrix to bo (1) a circle ; (2) an ellipse ; (3) a cycloid.

9988. (Professor Hudson.) — A particle is projected with a given
velocity in a medium in which the resistance varies as the cube of the
velocity ; find the time in which it will traverse a given distance, and
the velocity which it will have at the end of a given time.

9989. (Professor Abinash Chandra Basu.) — Prove that (1) the

equations A.C + B.r3 + C.r2 + dx + e = 0 . (a),

3 AD + 2Bx3 + Cx*—e = 0 . . . (0),

are so related that, if they have a common root, that root will be a double
root of (a) ; (2) if the roots of (a) be a, b, c, d, show how to express
the latter in the form of a determinant of the fourth order.

9990. (Professor Catalan.) — Soient, pour abreger,

N = (ab + cd)(ac + bd)(ad + be),

A — ( — a + b + c + d) (a— b + c + d) (a + b — c + d) (a + b + c — d) ;
trouver les racines carrecs des polynomes

LN — «2A, LN — 52a, LN - c2a, LN — d2A .

9991. (Professor Bordage.) — Solve the equation

9992. (Professor Emmerich, Ph.D.)— Construct a triangle, having
given the vertices A1} Bj, C4 of its first Brocard triangle.

9993. (TheEniTOR. Connected with Question 9587.) — Investigate the
form and properties of the cubic whose trilinear equation is

(a2— 0:) 7 + 2 (a cos A— 0 cos B) a0 — 0,
with respect to the triangle of reference, and trace the curve.

Feb. 1, 1889.]

9994. (J- C. Malet, F.R.S.)- — Through a iixed point O, in tho piano
of a given triangle ABC, let two right lines L and M he drawn parallel
respectively to AB and AC ; if now a variable triangle A'B'C' be circum¬
scribed to ABC so that B' shall lie on L, C' on M, and B'C' pass through
A, then 0 is always the centre of mean position of the points A', B', and
C', for a system of constant multiples whose ratios are required. E.y.,
If O be situated on the median through A at a distance below BC equal
to the distance above BC of the centroid of ABC, then 0 is always the
centroid of A'B'C'.

9995. (C. L. Dodgsox, M.A.) — A certain school contains not less than
90 boys nor more than 130. Latin, Greek, and French are taught, but
no other languages. For every boy learning Latin, at least two learn
Greek, but not French ; for every three learning Greek, at least one learns
French, but not Latin ; and, for every two learning French, at least three
learn Latin, but not Greek. Exactly half the school learn no languages.
Find how man}- boys are learning each language.

9996. (Hugh MacColl, B.A ) — Show how to calculate the logarithm
of any number to any base in a simple and direct manner without any
reference to the Napierian base or any other series.

9997. (J- 0. St. Clair.) — If A, B, C, D be four points on a circle, prove
that (1) the four nine-points circles of the four triangles ABC, &:c. pass
through the same point Q ; (2) the Simson-lines of each triangle with
respect to the fourth point pass through Q ; (3) the four orthocentres
form a quadrilateral equal to ABCD, and in perspective with it at centre
Q ; and (4) if a fifth point be taken on the circle, the five quadrilateral Q
points lie on a circle, and so on.

9998. (H. L. Orchard, M.A., B.Sc.) — Solve, by a[simple quadratic
method, the equation

.r« + 12.i5 + 14.H- 14 Or3 + 69.c2 + 128,r — 84 = 0.

9999. (R- H. W. Whapham, B.A.) — Two ports B and C are in the
same parallel of latitude (C being west of B) ; their common latitude
being /, and their difference of longitude 2A. Two ships set out to sail
from B to C, one due West and the other along the great circle through
B and C ; if they sail uniformly and both arrive at C at the same time,
prove that their distance apart when they have gone half-way is

r {i7r- 1— tan-1 (cot le os A)},

where r is the radius of the earth, and 1 expressed in circular measure.

10000. (-T. W. Russell, M.A.)— Prove the following rule for the
power of the modulus in the case of any covariant or invariant of any
number of quantics in any number of variables, viz. : — Consider each
variable except one of dimensions n in length, and consider the other
variable to be of — 1 dimensions, and take the dimensions of each co¬
efficient to be such that each term in the quantic is of o dimensions, then
the power of the modulus in the dimensions of the covariant or invariant
or briefly the power of the modulus of any covariant or invariant in the
reduced dimensions of the covariant or invariant.

10001. (A. Russell, M.A.) — If the polygon in Quest. 9913, have an

even number of sides, prove that

R- --= {5( - l)r a,-. i «,■ sin (A,. + 6)} /S (— 1 )'’ sin (2Ar + 0),
where 0 may have any value.

10002. (Artemas Martin, LL.D.) — A speaks the truth x times out
of y. We do not know the values of either .r or y, but x may be 0, 1,2,
3, 4, 5, ...y; and y may be 1, 2, 3, 4, ... n. A asserts the occurrence of an
event about which we know nothing ; find the probability of the truth of
A’s statement.

10003. (E. Lemoine.) — Appelons, avec M. Neubprg, triangle semi-
conjugue on semi-autopofairc par rapport a une conique, le triangle a Ait', oil
a et a' sont les intersections de la polaire de A avec cette conique ; on a le
theoreme : Deux triangles semi-con jugues par rapport a une conique. sont
insert ptibhs a une autre conique et circonscriptih/es it une troisieme.

10004. (Hugh W. Segar.) — Given the lengths of six lines supposed
to be drawn from any point within a six-sided figure, which is such
that its opposite sides are equal and parallel, and also the length of any
one aide, construct the figure.

10005. (R- Lachlan, M.A.) — If SY be the perpendicular from the
focus S of an ellipse on the tangent at the point P, find the position of P
when the area of the triangle SPY is a maximum.

10006. (Rev. T. P. Kirkman, M.A., F.R.S.) — Write down, in six
sets of four, 24 triplets made with four elements a , b, c, d ; all of the form
avb«cr, carrying each the same indices p, q, r ; so that the six fours shall
be the values of a six-valued function F = A+B+C+D; and so that
each of the six values shall be invariable by any substitution of a group G
made with the elements a, b, c, d. And prove that this G is the only one
of order below Q m made with // elements which has the like relation to
all the values of a function of those n elements.

10007. (R- Tucker, M.A.) — The sides of ABC are cut in D, D' ; E, E' ;
F, F', so that BD : DD' ; D'C = cot C : cot A : cot B, &c. ; prove that
(1) DE', EF', FD' cointersect in it (the Symmedian-point of the A formed
by parallels through A, B, C to the opposite sides) ; (2) aDEF = D'E'F' j

83

= ABO tan- « ; (3) if ED, FE, DF make angles <pu tp.2, fa with BC, CA,
AB, and F'D', D'E', E'F' make angles </>,', fa', fa' with the same sides,
then (a) cot<p, cot <£,' = cot2 u, and (0) cot </>, cot fa cot <f>3 = cot3 w
= cot fa' cot fa' cot fa' ; (4) D3r.E7r.F7r = D'tt . E'tt . FV ; (5) if DE,

D'F' intersect in p, EF, E'D' in q, and FD, F'E' in r, then A p, B q, Cr
cointersect in «3« = b\3 = c3y (tt,) ; (G) if EF, E'F' intersect in p{,
FD, F'D' in qx, DE,#D'E' in »■„ then Apu B qx, Crt cointersect in a3 sec- A «
= b:i see- B 0 = c3 sec2 C y (ir2), and the join of 7r ,7ro passes through the
centroid (G) of ABC ; (7) if O, K, H are the circumcentre, S-point, and
orthocentre of ABC, and if irO, HK produced meet in L, then G is the
centroid of HttL ; and (8) find the equations to the circles DEF, D'E'F'.

[In the above, if BD : DD' : D'C = cotB : cot A ; cotC, a unique
circle (the cosine circle) passes round DD'EE'FF'. Other properties of
the above figure are given in “ The Symmedian-point Axis,” &c.,
Quarterly Journal, Yol. xx., No. 78.]

10008. (D. Biddle.) — Prove that

1 1 + 3 1 + 3 + 4 l+3 + 4 + o _ 1

10- (10+5)-’ (10 + 5+6)2 + (10 + 5 + 0 + 7) 2 ~ 4 '

10009. (Rev. W.T. Wellacott, M.A.) — Prove, geometrically, that
the sum of the perpendiculars on the sides of a triangle from its circum¬
centre is equal to the sum of the radii of the in-circle and circum-circle.

10010. (R- W. D. Christie.) — In any right-angled triangle, where
a, b, c are the sides, and x, y, z the medians, prove that

4 (z2 + 2s2) = 3A2 + 4y- + 5c2.

10011. (G. G. Stork, M.A.) — - From a point T on the ellipse
b2x2 + a-y2 = 4«242, tangents TP, TQ are drawn to the ellipse b-x- + a?y2
= a2b- ; prove that aTPQ = 4 C3 . al>.

10012. (W. J. Greenstreet, M.A.) — Find the loci of the vertices and
foci of concentric and similar ellipses passing through a fixed point.

10013. (E. M. Langley, M.A.) — Prove, geometrically, that the
symmedian point of a triangle is the centroid of its projections on the
sides.

10014. (Capitaine de Rocquigny.) — On forme le tableau suivant •
L

2, 3, 4, . Demontrer que la somrne des termes d’une horizontale

3, 4, 5, 6, 7 est un carre impair.

10015. (F. R. J. Hervey.) — If B be the triangle formed by perpen¬
diculars to the sides of a given triangle A at their intersections with any
transversal T, prove that (1) the circnmcircles (X, Y) of A, B are ortho¬
gonal ; (2) the distance beween their orthocentres is bisected by T ; (3) to
a given orthogonal circle Y correspond two transversals T, S, each of
which, if the centre (P) of Y describe a circle of radius lc about that of X,
envelopes a three-cusped hypocycloid the locus of whose centre, when h
varies, is the straight line which bisects at right- angles the distance
between the circumcentre and orthocentre of A; (4) if P describe any
curve, the intersection of S, T describes an orthogonal projection of a
similar curve.

10016. (A. E. .Toi.liffe) — O is a point on the directrix of a parabola

and S the focus. A circle with centre O passes through S, and cuts the
parabola in P and Q. The tangents at P to the circle and parabola meet
the parabola and circle respectively in M and N. Show by pure geometry
that MN is a common tangent to both curves.

10017. (Ik Knowles, B.A.)— The circle of curvature is drawn at a
point P of a conic, M is the mid-point of the common chord ; the diameter
of the conic through M meets the normal at P in Q ; the normal meets
the transverse axis in N ; O is the centre of curvature at P. Prove that
QN : NP = OQ : OM.

10018. (J. Lemaire.) — Soit O le centre du cercle circonscrit a un

triangle ABC. Lieu de la projection du point O snr la symediane
relative an sommet A quand le triangle se deforme de maniere que
Tangle A demeure constant, les sommets B et C restant fixes.

10019. (S yamadas Mukhoradhyay, B.A.) — AOB', AC'B are two lines
such that AC = AC', AB = AB'; BC, P/C' intersect at O ; AO meets
CC', BB' at P, Q ; D is the mid-point of BC ; DP intersects AC, B'C' at
E, E' ; QD intersects AB, B'C' at F, F'. Prove (1) that DE' ; DP
= DP ; DE, and DF' : QD ^ QD ; DF ; and hence (2) that B'C' is the
inverse of the “nine-point circle” of ABC, D being the centre and
b (AB — AC) the radius of inversion.

10020. (Sarah Marks, B.Sc.) — If D, E, F are the points of contact
of the inscribed circle with the sides BC, CA, AB respectively, show that,
if the squares of AD, BE, CF are in arithmetical progession, then the
sides of the triangle are in harmonical progression.

10021. (L. Benezech.) — Trouver un nombre premier superieur a 3,

tel que son carre diminue d’une unite, divise par 8, donne pour quotient
un nombre premier.

10022. (R- Soreau.) — Si un nombre entier a, termine par 1 oupar 6,

est multiple de 3, plus 1, l’expression («— 1)(«2 — a)(a?' — 4n) est divisiblo
| par 43200.

THE EDUCATIONAL TIMES.

84

THE EDUCATIONAL TIMES.

[Feb. 1, 1889.

10023. (P. Brasseur.) — Tout nombre compose de 3" chiffres 1 est tin
multiple de 3".

10024. (J. Cirilli.) — Etant donnes un cercleetune droite, determiner
une seconde droite parallele a la premiere de facon qu’nne tangente quel-
conque au cercle coupe les deux droites en deux points dont le rapport des
distances au centre du cercle soit constant.

MESSRS. BELL’S NEW BOOKS.

NOTICE TO CORRESPONDENTS.

Correspondents should be careful (a) to write each Question and each
Solution on a separate paper (otherwise, when used for printing, the
Editor has the labour of entirely rc-writing such articles) ; ( b ) to make
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the month, but not to send Solutions till their Questions have been
published ; {cl) to write their names at the top of each, paper ; (e) to prepay
the postage in full ; and (/) to send all communications to

W. J. C. Miller, The Paragon, Richmond-on-Thames.

NOTICK— Volume X.LIX. of the “ Mathematical Reprint,>
is now ready, and may he had of the Publisher,
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